Journal of the Effective Schools Project, Volume 18, 2011 Page: 55
79 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
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tailed the importance of addressing
content-specific vocabulary either
during or after instruction. Arm-
bruster and Nagy argued preteach-
ing vocabulary enhances students'
memory; however, it does not al-
low students to practice learning
from reading. Therefore, provid-
ing instruction for content-specific
vocabulary during or after reading
enables students to "independently
acquire information from text" (p.
550). Moreover, in order to be
effective, explicit vocabulary in-
struction for adolescent learners
must be student-centered and pro-
mote active engagement (Kester
Phillips, Foote, & Harper, 2008).
The purpose of this study was to
explore the effect of explicit math
and science vocabulary instruction
on student achievement in an eth-
nically diverse suburban school
located in north central Texas. In
the current study, the following
research questions were explored:
Question la: Do all students who
receive explicit vocabulary
instruction in math perform
better on the 5th grade math
TAKS standardized assess-
ment?
Question lb: Do students identi-
fied at-risk who receive explic-
it vocabulary instruction in
math perform better on the 5th
grade math TAKS standard-
ized assessment?
Question 1c: Do economically
disadvantaged students who
receive explicit vocabulary
instruction in math perform
better on the 5th grade TAKS
math standardized assessment?
Question 2a: Do all students who
receive explicit vocabularyinstruction in science perform
better on the 5th grade science
TAKS standardized assess-
ment?
Question 2b: Do students identi-
fied at-risk who receive ex-
plicit vocabulary instruction in
science perform better on the
5th grade science TAKS stand-
ardized assessment?
Question 2c: Do economically
disadvantaged students who
receive explicit vocabulary
instruction in science perform
better on the 5th grade science
TAKS standardized assess-
ment?
Method
Participants
Participants from this study were
enrolled in an intermediate school
serving 5th and 6th grade students.
The school consisted of the fol-
lowing ethnic distribution: 39%
African American, 19% Hispanic,
33% Caucasian, 1% Native Amer-
ican, and 8% Asian/Pacific Is-
lander. Additionally, 26% of stu-
dents at this school were economi-
cally disadvantaged and 33% were
identified at-risk.
Participants consisted of 114 stu-
dents enrolled in 5th grade math
and science classes under the di-
rection of two different teachers
formed prior to the beginning of
the school year. Group 1, the ex-
perimental group, consisted of 58
students, of which 15 were eco-
nomically disadvantaged and 12
were identified at-risk. Group 2,
the control group, consisted of 56
students, of which 10 were eco-
nomically disadvantaged and eight
were identified at-risk. Both
groups were taught the same edu-
cational objectives simultaneously;The purpose of this study
was to explore the effect
of explicit math and
science vocabulary
instruction on student
achievement in an
ethnically diverse
suburban school located
in north central Texas.55
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201694/m1/59/: accessed April 20, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.