%0 Journal Article
%T Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
%A Amy C. Crosson
%A Debra W. Moore
%A Isabel L. Beck
%A Margaret G. McKeown
%J American Educational Research Journal
%@ 1935-1011
%D 2018
%R 10.3102/0002831217744181
%X This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grade reading teacher and 87 students (treatment n = 44; control n = 43) from the same public school. In both years, results favored instructed students in word knowledge, lexical access, and morphological awareness on researcher-designed measures. In Year 2, small advances were also found for comprehension. Transcripts of lessons shed light on processes of developing representations of unfamiliar words
%K vocabulary
%K reading comprehension
%K classroom interventions
%U https://journals.sagepub.com/doi/full/10.3102/0002831217744181