Effect of Vocabulary Interventions on Science Outcomes for English Learners: A Meta-Analysis (Poster 16)

• In Event: AERA Poster Session Three
  In Poster Session: Division C Science Poster Session Two

Abstract

We describe findings of a meta-analysis that reviewed the effects of vocabulary instruction on science outcomes for English Learners in grades K to 7. Our search yielded eleven studies that met the inclusion criteria. Preliminary results indicate that more than 25 out of the 45 effect sizes (ES) calculated, were greater than 0.80, suggesting a large effect of vocabulary on science outcomes. Grade level, duration and length of interventions, moderate findings. ESs were larger in grades 3 to 4 compared to ESs in studies below or above grades 3-4. Intervention programs with shorter duration (i.e., 0–5 weeks) and shorter length (i.e., 0–19 minutes) had larger ES compared to studies with longer duration and longer length.

Authors

• Sholeh Moradibavi, University of Texas at Austin
  Presenting Author

• Doris Luft Baker, University of Texas at Austin
  Presenting Author

• Yixian Huang, University of Texas at Austin
  Presenting Author