Investigating the Acquisition of Words of Differential Difficulty in a Fourth-Grade Vocabulary Intervention With English Learners (ELs) and Their Non-EL Peers

• In Event: Vocabulary Research

Abstract

Given the demands of the Common Core State Standards (CCSS) it is essential for educators to consider how to enhance vocabulary instruction in order to support comprehension of increasingly difficult texts across grades. This study explored the vocabulary acquisition of fourth graders in relation to words of different levels. The five-week intervention was designed in order to determine appropriate word levels for vocabulary instruction within the zone of proximal development. A total of 139 fourth graders from five classrooms across three schools participated; 36 % were classified as English learners. Findings show that most word learning occurred with the two most difficult word levels indicating that difficult word meanings can be learned through multidimensional vocabulary instruction.

Authors

• Lauren Artzi, American Institutes for Research

• Brie Doyle, University of Maryland - College Park

• Anna Meyer, University of Maryland - College Park

• Rebecca Deffes Silverman, University of Maryland - College Park

• Maria Elliker Crassas, Iowa State University