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Journal of Research on Educational Effectiveness Volume 8, 2015 - Issue 3
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INTERVENTION, EVALUATION, AND POLICY STUDIES

Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

Patricia F. VadasyOregon Research Institute, Seattle, Washington, USACorrespondence[email protected]
,
Elizabeth A. SandersUniversity of Washington, Seattle, Washington, USA
&
Becky Logan HerreraUniversity of Washington, Seattle, Washington, USA
Pages 325-365 | Published online: 02 Jul 2015

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Read on this site (2)

Gina N. Cervetti, Miranda S. Fitzgerald, Elfrieda H. Hiebert & Michael Hebert. (2023) Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill. Reading Psychology 44:6, pages 672-709.
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Madhavi Jayanthi, Joseph Dimino, Russell Gersten, Mary Jo Taylor, Kelly Haymond, Keith Smolkowski & Rebecca Newman-Gonchar. (2018) The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study. Journal of Research on Educational Effectiveness 11:1, pages 83-108.
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Articles from other publishers (7)

Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2019) Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?. Reading Research Quarterly 55:4, pages 573-600.
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Rebecca D. Silverman, Erika Johnson, Kristin Keane & Saurabh Khanna. (2020) Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes. Reading Research Quarterly 55:S1.
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Zhihui Fang & Jungyoung Park. (2019) Adolescents’ use of academic language in informational writing. Reading and Writing 33:1, pages 97-119.
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Kristin Rogde, Åste M. Hagen, Monica Melby‐Lervåg & Arne Lervåg. (2019) The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews 15:4.
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Susan H. Ebbels, Elspeth McCartney, Vicky Slonims, Julie E. Dockrell & Courtenay Frazier Norbury. (2018) Evidence‐based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders 54:1, pages 3-19.
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Wouter Smets & Katrien Struyven. (2018) Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction. Education Sciences 8:3, pages 113.
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Hanne Trebbien Daugaard, Kate Cain & Carsten Elbro. (2017) From words to text: inference making mediates the role of vocabulary in children’s reading comprehension. Reading and Writing 30:8, pages 1773-1788.
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