A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v9i4.4553 |
Resumo: | This article reports results of a phase 2 exploratory trial of a vocabulary program delivered in elementary schools to improve student’s reading ability, including their comprehension. The intervention was tested as a targeted intervention in classrooms with children aged 7–10 across 20 weeks during one school year, with eligible students learning in small groups of four. Teachers and support staff received training in this cooperative learning approach to develop children’s vocabulary with particular focus on Tier‐2 words. School staff received additional support and resources to equip them to develop and implement the vocabulary instruction sessions to targeted students. The trial was undertaken with a sample of 101 students in seven schools from three English district areas with high levels of socio‐economic disadvantage. A standardized reading test was used to measure reading outcomes, with significant gains found in student’s overall reading ability, including comprehension. Owing to the positive results found in this trial, including positive feedback about implementation of the technique, next steps should be a larger trial with 48 schools to avoid the risk of sampling error due to limited number of schools. |
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A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settingselementary education; literacy; reading comprehension; teacher development; vocabularyThis article reports results of a phase 2 exploratory trial of a vocabulary program delivered in elementary schools to improve student’s reading ability, including their comprehension. The intervention was tested as a targeted intervention in classrooms with children aged 7–10 across 20 weeks during one school year, with eligible students learning in small groups of four. Teachers and support staff received training in this cooperative learning approach to develop children’s vocabulary with particular focus on Tier‐2 words. School staff received additional support and resources to equip them to develop and implement the vocabulary instruction sessions to targeted students. The trial was undertaken with a sample of 101 students in seven schools from three English district areas with high levels of socio‐economic disadvantage. A standardized reading test was used to measure reading outcomes, with significant gains found in student’s overall reading ability, including comprehension. Owing to the positive results found in this trial, including positive feedback about implementation of the technique, next steps should be a larger trial with 48 schools to avoid the risk of sampling error due to limited number of schools.Cogitatio2021-10-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v9i4.4553oai:ojs.cogitatiopress.com:article/4553Social Inclusion; Vol 9, No 4 (2021): Promoting Inclusion and Equality in Education; 12-252183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/4553https://doi.org/10.17645/si.v9i4.4553https://www.cogitatiopress.com/socialinclusion/article/view/4553/4553https://www.cogitatiopress.com/socialinclusion/article/downloadSuppFile/4553/1749https://www.cogitatiopress.com/socialinclusion/article/downloadSuppFile/4553/1913Copyright (c) 2021 Maria Cockerill, Allen Thurston, Andy Taylor, Joanne O’Keeffe, Tien‐Hui Chianghttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCockerill, MariaThurston, AllenTaylor, AndyO’Keeffe, JoanneChiang, Tien‐Hui2022-12-20T11:00:25Zoai:ojs.cogitatiopress.com:article/4553Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:56.244973Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
title |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
spellingShingle |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings Cockerill, Maria elementary education; literacy; reading comprehension; teacher development; vocabulary |
title_short |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
title_full |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
title_fullStr |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
title_full_unstemmed |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
title_sort |
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings |
author |
Cockerill, Maria |
author_facet |
Cockerill, Maria Thurston, Allen Taylor, Andy O’Keeffe, Joanne Chiang, Tien‐Hui |
author_role |
author |
author2 |
Thurston, Allen Taylor, Andy O’Keeffe, Joanne Chiang, Tien‐Hui |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Cockerill, Maria Thurston, Allen Taylor, Andy O’Keeffe, Joanne Chiang, Tien‐Hui |
dc.subject.por.fl_str_mv |
elementary education; literacy; reading comprehension; teacher development; vocabulary |
topic |
elementary education; literacy; reading comprehension; teacher development; vocabulary |
description |
This article reports results of a phase 2 exploratory trial of a vocabulary program delivered in elementary schools to improve student’s reading ability, including their comprehension. The intervention was tested as a targeted intervention in classrooms with children aged 7–10 across 20 weeks during one school year, with eligible students learning in small groups of four. Teachers and support staff received training in this cooperative learning approach to develop children’s vocabulary with particular focus on Tier‐2 words. School staff received additional support and resources to equip them to develop and implement the vocabulary instruction sessions to targeted students. The trial was undertaken with a sample of 101 students in seven schools from three English district areas with high levels of socio‐economic disadvantage. A standardized reading test was used to measure reading outcomes, with significant gains found in student’s overall reading ability, including comprehension. Owing to the positive results found in this trial, including positive feedback about implementation of the technique, next steps should be a larger trial with 48 schools to avoid the risk of sampling error due to limited number of schools. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-13 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v9i4.4553 oai:ojs.cogitatiopress.com:article/4553 |
url |
https://doi.org/10.17645/si.v9i4.4553 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/4553 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/4553 https://doi.org/10.17645/si.v9i4.4553 https://www.cogitatiopress.com/socialinclusion/article/view/4553/4553 https://www.cogitatiopress.com/socialinclusion/article/downloadSuppFile/4553/1749 https://www.cogitatiopress.com/socialinclusion/article/downloadSuppFile/4553/1913 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Maria Cockerill, Allen Thurston, Andy Taylor, Joanne O’Keeffe, Tien‐Hui Chiang http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Maria Cockerill, Allen Thurston, Andy Taylor, Joanne O’Keeffe, Tien‐Hui Chiang http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 9, No 4 (2021): Promoting Inclusion and Equality in Education; 12-25 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130665774481408 |