Effectiveness of Extended Vocabulary Instruction on Vocabulary Learning and Science Reading Comprehension in Mixed-English-Proficiency Classrooms

• In Event: Sheraton Roundtable Session 10
  In Roundtable Session: Supporting Multilingual Learners in Writing and the Content Areas

Abstract

This quasi-experimental, matched-group design study investigated the effectiveness of the Science Vocabulary Support (SVS) program, a curriculum-specific science and academic vocabulary intervention, in a sample of 107 Grade 7 students (54% former/non-ELs, 46% current ELs). Results indicated that SVS participation, as contrasted with regular instruction, predicted more growth on science vocabulary and targeted academic vocabulary by 23% and 16%, respectively; SVS participation also predicted 9% more correct reposes on science reading comprehension measure. These results, and the fact that there were no significant differences between treatment and control groups on non-SVS-targeted academic vocabulary, highlight the superiority of extended versus embedded vocabulary instruction methods. A lack of a significant EL status*condition interaction suggests that SVS did not disadvantage former/non-ELs.

Authors

• Dustin Sonny James Van Orman, Washington State University - Pullman

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Kira Joy Carbonneau, Washington State University - Pullman