理解学业词汇在中学生内容习得中的作用

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2022-05-30 DOI:10.1177/00224669221097944

Hsuan Wang, Elizabeth A. Swanson, S. Vaughn

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引用次数: 1

摘要

词汇是阅读理解的重要组成部分。然而，对于词汇表现较差的残疾学生对一级教学的反应，以及他们的词汇知识与他们的内容习得之间的关系，我们知之甚少。为了检验一级教学对美国残疾中学生的差异影响，并探讨学术词汇、内容知识和阅读理解之间的关系，本研究分析了以往随机对照试验收集的数据。研究结果表明，以学术词汇为目标的循证一级教学可以帮助八年级残疾学生在学术词汇和内容阅读理解方面取得与非残疾学生相同的进步。除了学生的基线表现外，学术词汇的学习收益显著地预测了残疾学生内容习得的增长。

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Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students With and Without Disabilities

Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students’ baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.