Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching

Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon

doi:10.1007/s11145-020-10106-5

Cited by 13 publications

(27 citation statements)

References 35 publications

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“…We think these findings are important for several reasons. First, we know that social studies teachers value content learning and literacy outcomes (Capin et al, 2020;Swanson et al, 2016). Findings from this study revealed that teachers in the treatment conditions provided both literacy learning and content learning-thus not sacrificing content on the path to improved literacy.…”

Section: Discussionmentioning

confidence: 83%

“…Although many teachers include vocabulary and reading comprehension practices during social studies, they are often misaligned with the evidence base and lack explicit instruction and strategy instruction (Capin et al, 2020;Swanson et al, 2016). In addition, teachers often rely on lecture and relatively narrow vocabulary instruction (e.g., providing a student-friendly definition and using examples and nonexamples).…”

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confidence: 99%

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The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

Swanson

Fall

Stevens

et al. 2021

Exceptional Children

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This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs.

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Section: Discussionmentioning

confidence: 83%

mentioning

confidence: 99%

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

Swanson

Fall

Stevens

et al. 2021

Exceptional Children

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“…This study used data from a multiple-cohort, randomized control trial (Capin et al, 2021) conducted to examine the efficacy of STRIVE in elementary schools. Within each of three cohorts, schools were randomly assigned to one of three conditions: RPD ( n = 26), SPD ( n = 28), or BAU ( n = 27).…”

Section: Methodsmentioning

confidence: 99%

“…While teachers appreciate knowing about instructional practices that are effective for a specific subgroup of their students (e.g., students with reading problems), they consistently report that differentiating instruction for the range of learners in their classrooms is challenging and that they are looking for impactful practices that meet the needs of this increasingly diverse group (Boardman et al, 2005). STRIVE is an evidence-based PD model designed to support teachers to integrate a set of instructional practices associated with improved vocabulary, comprehension, and content learning with upper elementary students (Simmons et al, 2010; Capin et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…When structured follow-up opportunities are provided, they are associated with beneficial outcomes on teachers’ knowledge, skills, and practices (Garet et al, 2001; Garet et al, 2008) as well as student outcomes (Basma & Savage, 2018; Wasik & Hindman, 2011). Studies reveal that students’ comprehension outcomes are greater when these follow-up opportunities for teachers include distributed practice and engagement on how to use the practices with materials in their classrooms (Capin et al, 2021; Klingner et al, 2004; Porche et al, 2012; Stevens et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy.

Vaughn

Swanson

Fall

et al. 2022

Journal of Educational Psychology

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This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three conditions: researcher-supported professional development (PD), school-supported PD, or business as usual (BAU; typical instruction). Findings from a prior randomized control trial revealed significant effects for both treatment conditions when compared with the BAU group for content knowledge, vocabulary learning and reading comprehension in content (Capin et al., 2021). This analysis addressed three related follow-up questions: (a) Does treatment affect ELs and non-ELs differently? (b) Does treatment affect students differently depending on the schoolwide percentage of ELs? (c) Does treatment affect EL students differently from non ELs depending on the school-wide percentage of ELs? Findings revealed that ELs in treatment conditions outperformed ELs in the BAU condition and school level percentage of ELs had an impact on EL vocabulary performance. Educational Impact and Implications StatementThis study demonstrates that a distributed professional development model focused on developing fourth-grade teachers' use of integrated vocabulary and reading comprehension practices within social studies instruction significantly improves English learners' (ELs) and non-ELs' performance on measures of social studies knowledge and vocabulary. The study also reported that the effects of professional development on the performance of ELs and non-ELs varied on a general measure of vocabulary based on the school-wide proportion of ELs. These findings suggest that professional development for teachers focused on evidence-based practices for content-area vocabulary and reading comprehension demonstrates positive impact for students though the impact may vary for ELs and non-ELs based on the proportion of ELs at their school site.

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The Importance of Morphological Knowledge in the Reading Comprehension Difficulties in a Highly Agglutinative Language: Evidence from Poor Comprehenders

Kargın

Güldenoğlu²,

Gengeç³

et al. 2022

J Psycholinguist Res

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This study examined the importance of morphological knowledge in the reading comprehension difficulties of poor comprehenders reading in a highly agglutinative language, Turkish. Participants were 56 students recruited from the second and third grades. In the assessment process, we applied three experimental paradigms addressing the participants' morphological and morpho-syntactical knowledge at the lexical and the supralexical levels. Data were collected in individual sessions and analyzed by running a series of GLM ANOVAs and calculating the Spearman-Brown correlation coefficient. Findings suggest morphological knowledge is an important indicator of reading comprehension difficulties in Turkish, a highly agglutinative language. The acquisition of adequate reading comprehension seems to be modified by particularities of the morphological knowledge.

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Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching

Cited by 13 publications

References 35 publications

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy.

The Importance of Morphological Knowledge in the Reading Comprehension Difficulties in a Highly Agglutinative Language: Evidence from Poor Comprehenders

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