Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

REFERENCES

• Armstrong v. Kline, 476 F. Supp. 583 (E.D. Pa. 1979).
   Google Scholar
• August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. J. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2(4), 345–376. doi:10.1080/19345740903217623
   Google Scholar
• Bast, J., & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34(6), 1373–1399. doi:10.1037/0012-1649.34.6.1373
   PubMed Web of Science ®Google Scholar
• Bhattacharya, A., & Ehri, L. (2004). Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37(4), 331–348. doi:10.1177/00222194040370040501
   PubMed Web of Science ®Google Scholar
• Bos, C., & Anders, P. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning-disabled students. Learning Disability Quarterly, 13(1), 31–42. doi:10.2307/1510390
   Web of Science ®Google Scholar
• Bryant, D., Goodwin, M., Bryant, B., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26(2), 117–129. doi:10.2307/1593594
   Web of Science ®Google Scholar
• Bulgren, J., Schumaker, J., & Deshler, D. (1988). Effectiveness of a concept-teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disability Quarterly, 11(1), 3–17. doi:10.2307/1511034
   Web of Science ®Google Scholar
• Burns, M., & Boice, C. (2009). Comparison of the relationship between words retained and intelligence for three instructional strategies among students with below-average IQ. School Psychology Review, 38(2), 284–292.
   Web of Science ®Google Scholar
• Cain, K., Oakhill, J., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681–694. doi:10.1017/s0305000903005713
   PubMed Web of Science ®Google Scholar
• Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671–681.
   Web of Science ®Google Scholar
• Ceci, S., & Papierno, P. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but the “haves” gain even more. American Psychologist, 60(2), 149–160. doi:10.1037/0003-066x.60.2.149
   PubMed Web of Science ®Google Scholar
• Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227–268. doi:10.3102/00346543066003227
   Web of Science ®Google Scholar
• Coxhead, A. (2000). A new academic word list. Tesol Quarterly, 34(2), 213–238. doi:10.2307/3587951
   Web of Science ®Google Scholar
• Downing, J., & Peckham-Hardin, K. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons with Severe Disabilities, 32(1), 16–30. doi:10.2511/rpsd.32.1.16
   Web of Science ®Google Scholar
• Ebbers, S., & Denton, C. (2008). A root awakening: Vocabulary instruction for older students with reading difficulties. Learning Disabilities Research & Practice, 23(2), 90–102. doi:10.1111/j.1540-5826.2008.00267.x
   Google Scholar
• Entwisle, D., Alexander, K., & Olson, L. (2000). Summer learning and home environment. In R. D. Kahlenberg (Ed.), A notion at risk (pp. 9–30). New York, NY: Century Foundation Press.
   Google Scholar
• Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. Tesol Quarterly, 40(2), 273–293. doi:10.2307/40264523
   Web of Science ®Google Scholar
• Fore III, C., Boon, R., & Lowrie, K. (2007). Vocabulary instruction for middle school students with learning disabilities: A comparison of two instructional models. Learning Disabilities: A Contemporary Journal, 5(2), 49–73.
   Google Scholar
• Fukkink, R., Blok, H., & de Glopper, K. (2001). Deriving word meaning from written context: A multicomponential skill. Language Learning, 51(3), 477–496. doi:10.1111/0023-8333.00162
   Web of Science ®Google Scholar
• Fukkink, R., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from contexts: A meta-analysis. Review of Educational Research, 68(4), 450–469. doi:10.3102/00346543068004450
   Web of Science ®Google Scholar
• Heyns, B. (1978). Summer learning and the effects of schooling. New York, NY: Academic Press.
   Google Scholar
• Hock, M., Brasseur, I., Deshler, D., Catts, H., Marquis, J., Mark, C., & Stibling, J. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32(1), 21–38.
   Web of Science ®Google Scholar
• Hughes, T., & Fredrick, L. (2006). Teaching vocabulary with students with learning disabilities using classwide peer tutoring and constant time delay. Journal of Behavioral Education, 15(1), 1–23. doi:10.1007/s10864-005-9003-5
   Google Scholar
• Kim, J. (2004). Summer reading and the ethnic achievement gap. Journal of Education for Students Placed At Risk, 9(2), 169–188. doi:10.1207/s15327671espr0902_5
   Google Scholar
• Kitajima, R. (2001). The effect of instructional conditions on students’ vocabulary retention. Foreign Language Annals, 34(5), 470–482. doi:10.1111/j.1944-9720.2001.tb02086.x
   Web of Science ®Google Scholar
• Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30(5), 445–465. doi:10.1080/02702710802412008
   Google Scholar
• Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437–451. doi:10.1017/s1366728911000393
   Web of Science ®Google Scholar
• Lovelace, S., & Stewart, S. (2009). Effects of robust vocabulary instruction and multicultural text on the development of word knowledge among African American children. American Journal of Speech-Language Pathology, 18(2), 168–179. doi:10.1044/1058-0360(2008/08-0023)
   PubMed Web of Science ®Google Scholar
• Mastropieri, M., Scruggs, T., Levin, J., Gaffney, J., & McLoone, B. (1985). Mnemonic vocabulary instruction for learning disabled students. Learning Disability Quarterly, 8(1), 57–63. doi:10.2307/1510908
   Web of Science ®Google Scholar
• McDonnell, J., Johnson, J., Polychronis, S., Riesen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-to-one embedded instruction in general education classes with small group instruction in special education classes. Education and Training in Developmental Disabilities, 41(2), 125–138. doi:10.1353/etc.2007.0001
   Google Scholar
• McKeown, M. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20(4), 482–496. doi:10.2307/747855
   Web of Science ®Google Scholar
• McKeown, M., Beck, I., Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15(1), 3–18. doi:10.1080/10862968309547474
   Web of Science ®Google Scholar
• McLeskey, J., & Henry, D. (1999). Inclusion: What progress is being made across states? Teaching Exceptional Children, 31(5), 56–62.
   Google Scholar
• McLeskey, J., Henry, D., & Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Children, 31(3), 60–64.
   Google Scholar
• Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73–115. doi:10.1111/j.1467-9922.2007.00435.x
   Web of Science ®Google Scholar
• Morgan, P., Farkas, G., & Hibel, J. (2008). Matthew effects for whom? Learning Disability Quarterly, 31(4), 187–198.
   Web of Science ®Google Scholar
• Mraz, M., & Rasinski, T. (2007). Summer reading loss. Reading Teacher, 60(8), 784–789. doi:10.1598/rt.60.8.9
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2007). Mplus user's guide (5th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• National Center for Education Statistics. (2013). The nation's report card: A first look: 2013 mathematics and reading trial urban district assessment (NCES 2014-466). Washington, DC: US Department of Education, Institute of Education Sciences.
   Google Scholar
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office.
   Google Scholar
• Penno, J., Wilkinson, I., & Moore, D. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. doi:10.1037/0022-0663.94.1.23
   Web of Science ®Google Scholar
• Ricketts, J., Bishop, D., & Nation, K. (2008). Investigating orthographic and semantic aspects of vocabulary learning in poor comprehenders. Journal of Research in Reading, 31(1), 117–135. doi:10.1111/j.1467-9817.2007.00365.x
   Web of Science ®Google Scholar
• Roberts, G., Torgesen, J., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23(2), 63–69. doi:10.1111/j.1540-5826.2008.00264.x
   Google Scholar
• Ross, P. (1974). Regression study—Now the long hot summer. Reading Teacher, 28(1), 28–30.
   Google Scholar
• Rott, S. (2007). The effect of frequency of input-enhancements on vocabulary learning and text comprehension. Language Learning, 57(2), 165–199. doi:10.1111/j.1467-9922.2007.00406.x
   Web of Science ®Google Scholar
• Seifert, K., & Espin, C. (2012). Improving reading of science text for secondary students with learning disabilities effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35(4), 236–247. doi:10.1177/0731948712444275
   Web of Science ®Google Scholar
• Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., Francis, D. J., & Shaywitz, S. E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30(4), 894–906. doi:10.2307/748203
   Web of Science ®Google Scholar
• Singer, J., & Willett, J. (2003). Applied longitudinal data analysis: Modeling change and even occurrence. New York, NY: Oxford University Press.
   Google Scholar
• Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344. doi:10.1080/19345740-903167042
   Google Scholar
• Snow, C., Porche, M. V., Tabors, P., & Harris, S. (2007). Is literacy enough?: Pathways to academic success for adolescents. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72–110. doi:10.3102/00346543056001072
   Web of Science ®Google Scholar
• Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407. doi:10.1598/rrq.21.4.1
   Web of Science ®Google Scholar
• Strategic Educational Research Partnership. (2009). Word generation. Retrieved from http://www.wordgeneration.org
   Google Scholar
• Swanborn, M., & de Glopper, K. (1999). Incidental vocabulary learning while reading: A meta-analysis. Review of Educational Research, 69(3), 261–285. doi:10.3102/00346543069003261
   Web of Science ®Google Scholar
• Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993–1019. doi:10.1007/s11145-008-9141-y
   Web of Science ®Google Scholar
• van Daalen-Kapteijns, M., Elshout-Mohr, M., & de Glopper, K. (2001). Deriving the meaning of unknown words from multiple contexts. Language Learning, 51(1), 145–181. doi:10.1111/0023-8333.00150
   Web of Science ®Google Scholar
• Vaughn, S., Martinez, L., Linan-Thompson, S., Reutebuch, C., Carlson, C., & Francis, D. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018
   Google Scholar
• Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2011). Efficacy of a reading intervention for middle school students with learning disabilities. Exceptional Children, 78(1), 73–87.
   PubMed Web of Science ®Google Scholar
• Winchester, K., Darch, C., Eaves, R., Shippen, M., Ern, G., & Bell, B. (2009). An evaluation of two methods for teaching United States history to students with learning disabilities. Journal of Direct Instruction, 9(1), 17.
   Google Scholar
• Zhang, Z., & Schumm, J. (2000). Exploring effects of the keyword method on limited English proficient students’ vocabulary recall and comprehension. Literacy Research and Instruction, 39(3), 202–221. doi:10.1080/19388070009558322
   Google Scholar