多方面、全面的词汇教学计划：三年形成性实验的定量结果

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-10-20 DOI:10.1080/19388071.2020.1822473

Patrick C. Manyak, Camile L. Z. Blachowicz, Michael F. Graves

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引用次数: 5

摘要

摘要本文报道了一项为期三年的形成性实验，该实验涉及在三所人口统计学不同的学校的四年级和五年级课堂上实施和测试一项长期的、多方面的词汇教学计划。定量研究结果表明，在该项目的三年中，与研究中经常使用的标准化词汇测试的大样本相比，学生的一般词汇知识增长加快。其他分析将有限英语熟练学生的表现与母语为英语的学生的表现进行了比较，并重新设计了流利英语熟练学生在标准化词汇测试和几项研究人员设计的评估中的表现。最后，作者讨论了研究结果的意义和局限性，以及这种独特的成功干预措施对旨在提高小学生词汇知识的研究和实践的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Multifaceted, Comprehensive Vocabulary Instructional Program: Quantitative Findings from a Three-Year Formative Experiment

ABSTRACT This article reports on a 3-year formative experiment involving the implementation and testing of a long-term, multifaceted vocabulary instruction program in fourth- and fifth-grade classrooms in three demographically distinct schools. The quantitative findings indicate that the students, across the 3 years of the project, showed accelerated growth in general vocabulary knowledge in comparison to the large norming sample of a standardized vocabulary test frequently used in research. Additional analyses compared the performance of limited-English-proficient students to that of native English-speaking and redesignated fluent-English-proficient students on the standardized vocabulary test and several researcher-designed assessments. The authors conclude by discussing the significance and the limitations of the findings and the ways that this uniquely successful intervention contributes to research and practice aimed at enhancing elementary-school students’ vocabulary knowledge.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.