NDLI: The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

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The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Content Provider	Scilit
Author	Lubliner, Shira Smetana, Linda
Copyright Year	2005
Description	This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.
Related Links	http://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3702_3
Ending Page	200
Page Count	38
Starting Page	163
ISSN	1086296X
e-ISSN	15548430
DOI	10.1207/s15548430jlr3702_3
Journal	Journal of Literacy Research
Issue Number	2
Volume Number	37
Language	English
Publisher	Informa UK Limited
Publisher Date	2005-06-01
Access Restriction	Open
Subject Keyword	Journal: Journal of Literacy Research Educational Psychology Metacognition Vocabulary Development Teaching Methods
Content Type	Text
Resource Type	Article
Subject	Education Linguistics and Language

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