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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.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
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