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Effects of a vocabulary-added instructional intervention for at-risk English learners: Is efficient reading instruction more effective?

机译：高危英语学习者使用增加词汇量的教学干预的效果：有效的阅读教学更有效吗？

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摘要

The primary aim of this study was to measure effects of two different vocabulary-added reading interventions compared to a phonological awareness and decoding intervention. The second aim was to investigate the relationship between risk and responsiveness in this sample. Seventy-one primarily Spanish-speaking first grade English learners in a Title I school participated in the intervention (52% females). On average, students received 394 minutes of supplementary instruction from trained undergraduate and graduate interventionists, all using the same teaching behaviors (Core Intervention Model). For the treatment-control group (n = 18), 100% of instructional minutes were spent on phonological awareness and decoding (PAD), while for the two treatment groups, 30% of instructional minutes were spent on PAD and the remaining 70% on vocabulary instruction.;Both treatment groups listened to expository texts read aloud each week, and were taught target vocabulary words from the text. The treatment groups differed in that one emphasized semantic relations (SR), while the other emphasized morphological awareness (MA). All three groups made significant gains on a measure of nonsense word fluency (NWF), and only the treatment conditions made significant gains on a measure of target vocabulary word knowledge. Effect sizes were largest for the SR group on measures of NWF, oral reading fluency, word identification, and reading comprehension, and favored MA on measures of target vocabulary word knowledge and listening comprehension. The relationship between initial risk status and responsiveness to intervention was stronger for students in the PAD group than for students in either of the vocabulary-added groups.;Results demonstrate that for young, at-risk English learners increased instructional time spent on vocabulary is not only effective in teaching target vocabulary, but also more efficient in that students in the vocabulary treatments gained in phonological skills comparably to their peers who received 100% PAD instruction. These findings are important because there are large disparities in vocabulary size between English learners and native speakers, and these disparities increase throughout the school years. By intervening early and introducing expository vocabulary instruction while maintaining critical word-level decoding instruction, this study illustrates a more efficient model of early reading instruction for this population of at-risk students.
机译：这项研究的主要目的是测量两种不同的增加词汇量的阅读干预与语音意识和解码干预的效果。第二个目的是调查此样本中风险与响应能力之间的关系。 I头衔学校的71名主要讲西班牙语的一年级英语学习者（52％的女性）参加了干预。平均而言，学生从训练有素的本科生和研究生干预者那里接受了394分钟的补充教学，他们都使用相同的教学行为（核心干预模型）。对于治疗对照组（n = 18），100％的教学时间花费在语音意识和解码（PAD）上，而对于两个治疗组，30％的教学时间花费在PAD上，其余70％词汇教学。两个治疗组都听取每周大声朗读的说明性文字，并从文字中学习目标词汇。治疗组的不同之处在于，一个强调语义关系（SR），而另一个强调形态意识（MA）。这三组在无意义单词流利度（NWF）方面均取得了显着的进步，只有治疗条件在目标词汇单词知识方面取得了显着的进步。 SR组在NWF，口语阅读流畅度，单词识别和阅读理解方面的影响大小最大，在目标词汇知识和听力理解方面，MA的影响最大。 PAD组的学生的初始风险状态与干预反应之间的关系比任何两个词汇量较高的组的学生都强。不仅可以有效地教授目标词汇，还可以使学生在语音处理技能方面获得的词汇处理效果与接受100％PAD指导的同龄人相当。这些发现很重要，因为英语学习者和母语人士之间的词汇量差异很大，而且这些差异在整个学年中都会增加。通过早期干预并引入说明性词汇教学，同时保持关键的单词级解码教学，本研究说明了针对这一高风险学生群体的更有效的早期阅读教学模型。

著录项

  • 作者

    Filippini, Alexis Louise.;

  • 作者单位

    University of California, Santa Barbara.;

  • 授予单位 University of California, Santa Barbara.;
  • 学科 Education Reading.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 224 p.
  • 总页数 224
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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