ERIC Number: EJ1325118
Record Type: Journal
Publication Date: 2022-Feb
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Available Date: N/A
Growth in Written Academic Word Use in Response to Morphology-Focused Supplemental Instruction
Wood, Carla; Schatschneider, Christopher
Reading and Writing: An Interdisciplinary Journal, v35 n2 p399-426 Feb 2022
The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before and after a 20 week supplemental language instruction that focused on morphological knowledge in academic words. Students received supplemental Word Knowledge Instruction (n = 515) or business-as-usual (n = 307). The sample included students who were English Learners (ELs), previous ELs with fluent English proficiency (FEP), never ELs, and students with language-based learning disabilities (LLD). Small but significant increases in academic word use in written responses were evidenced from fall to spring. Results from a two-level hierarchical linear model with students nested within teachers indicated that a supplemental instructional approach predicted change in academic word use from fall to spring for students with differential effects by EL status. The morphology-focused supplemental instruction was related to larger gains in academic word use in writing than business-as-usual for students with LLD and FEP students. ELs with limited English proficiency showed similar outcomes in both conditions.
Descriptors: Morphology (Languages), Academic Language, Language Usage, Second Language Learning, Second Language Instruction, Grade 5, Elementary School Students, Language Proficiency, English (Second Language), Students with Disabilities, Language Impairments, English Language Learners, Teaching Methods, Language Fluency, Expository Writing
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305L180019
Author Affiliations: N/A