An Investigation of an Academic Vocabulary Intervention for Upper Elementary Students Who Struggle with Reading

Smail, Alicia (2017) An Investigation of an Academic Vocabulary Intervention for Upper Elementary Students Who Struggle with Reading. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

The current study is a mixed-methods, action research study in which Word Generation (WG) resources were used with students in a learning support classroom. Word Generation is a cross-curricular vocabulary intervention centered on academic language. The goal of the study was to investigate the vocabulary learning of students and to evaluate the WG resources. Students demonstrated statistically significant positive differences on the pretest/posttest and maintained that learning on a delayed posttest. Important findings related to students’ developing word consciousness indicated that the WG resources positively impacted students’ word awareness and that the WG target vocabulary is representative of high-utility academic language. The findings show promise for incorporating multifaceted vocabulary instruction such as Word Generation into middle school classrooms with students who struggle with reading.

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Details

Item Type:	University of Pittsburgh ETD
Status:	Unpublished
Creators/Authors:	Creators Email Pitt Username ORCID Smail, Alicia aks74@pitt.edu aks74
ETD Committee:	Title Member Email Address Pitt Username ORCID Committee Chair Kucan, Linda lkucan@pitt.edu lkucan Committee Member Russell, Jennifer jrussel@pitt.edu jrussel Committee Member Sobolak, Michelle mjsobolak@pitt.edu mjsobolak
Date:	21 July 2017
Date Type:	Publication
Defense Date:	10 April 2017
Approval Date:	21 July 2017
Submission Date:	24 April 2017
Access Restriction:	No restriction; Release the ETD for access worldwide immediately.
Number of Pages:	99
Institution:	University of Pittsburgh
Schools and Programs:	School of Education > Instruction and Learning
Degree:	EdD - Doctor of Education
Thesis Type:	Doctoral Dissertation
Refereed:	Yes
Uncontrolled Keywords:	vocabulary, academic language, Word Generation, struggling readers, upper elementary
Date Deposited:	21 Jul 2017 19:39
Last Modified:	19 Jul 2024 19:06
URI:	http://d-scholarship.pitt.edu/id/eprint/31550

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