Dealing With Hard Words: Measurement, Relations, and Instruction of Academic Vocabulary That Considers Word Properties

Session Type: Symposium

Abstract

Our symposium takes into account the properties of the words that make up academic vocabulary when exploring measurement, relations, and instruction of academic vocabulary for adolescents. Two studies explore measurement considerations that can guide researchers in accounting for the morphological and polysemous nature of academic vocabulary in assessments and instruction. The third study explores relations between academic vocabulary and outcomes across disciplines for diverse high school students. The fourth study explores effects of academic vocabulary instruction including teaching of Latin roots on word knowledge, morphological analysis skill, and reaction time. Each study takes into account the properties of the words that make up academic vocabulary like morphological composition and polysemy. Implications for research and practice will be discussed.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Amanda P. Goodwin, Vanderbilt University

Papers

• Embracing Complexity: Assessing Morphological Knowledge for Middle School Students - Amanda P. Goodwin, Vanderbilt University; Yaacov Petscher, The Florida Center for Reading Research

• Developing a New Approach to Measuring Polysemy - Kenneth Logan, New York University; Michael J. Kieffer, New York University

• Diverse High School Students' Academic Vocabulary Knowledge: Implications for Academic Achievement Across Disciplines - Dianna R. Townsend, University of Nevada - Reno; Hannah Carter, University of Nevada; Ana Taboada Barber, University of Maryland; Darl Kiernan, Washoe County School District

• Contributions of Lexical Morphology to English Learners' Academic Vocabulary Learning - Amy C. Crosson, University of Pittsburgh; Margaret G. McKeown, University of Pittsburgh; Debra W. Moore, University of Pittsburgh; Elizabeth Hirshorn, University of Pittsburgh

Discussant

• David K. Dickinson, Vanderbilt University - Peabody College