Vocabulary or word knowledge is important to classroom
learning and academic outcomes. Poor vocabulary knowledge has been associated
with social factors such as low socioeconomic status, and developmental
factors. Addressing poor vocabulary is challenging: How do we choose the words
to teach, and what is the most effective way to teach them?
This study by Spencer et al. evaluated a 10-week
intervention designed to teach 10 words of relevance across school curriculum
areas to small groups of children ages 12-14 years. Using a delayed
intervention approach, all participants completed the assessment protocol at
baseline, 6 weeks later during a no treatment period (baseline 2), 10 weeks
later after which a group of 19 participants received the intervention, and 10
weeks later after the remaining 16 participants received the intervention. The
outcome measure of interest was a study-designed measure of depth of word
knowledge ranging from repeating the word to using the word in a personal
context. The 10 target words, and 10 nontarget words matched in frequency of
use were tested at each time point. The intervention involved a weekly focus on
one word, and materials are available at the study website: https://adolescentvocabulary.wordpress.com/example-word-learning-session-plans/.
Results revealed a significant increase in target word
specific knowledge immediately post treatment for both treatment groups.
The results of this study, although positive, do highlight
the challenge of creating a lasting and significant change in vocabulary
knowledge. The findings point to the need to incorporate vocabulary review
consistently, repeatedly, and in a variety of contexts throughout children’s
learning opportunities.
Blogger: Lisa Archibald
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