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Förderung bildungssprachlicher Lexik im Jahrgang 5 – Empirische Evaluation eines integrativen Förderkonzepts
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Increasing academic vocabulary understanding and use in grade 5-an intervention study
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Abstract:
Age-appropriate knowledge of academic vocabulary has been purported to be essential for success in school. Considering the importance of academic vocabulary and the conditions under which it is learned (extensive reading and reflection of texts in relevant genres and school subjects), it is surprising that to date, relatively little attention has been afforded its support in German schools. The reported study thus first developed an eight-week integrated classroom vocabulary support programme for fifth grade based on Robust Vocabulary Instruction (Beck et al. 2002). It then compared the results of an intervention (RVI) group with those of three control groups in a pre-/posttest design. Results of the repeated-measures ANOVAs indicated that, while both groups showed significant improvement, even within the relatively short two-month study, the RVI group performed significantly better. Further analyses showed that the gain was, however, only detectable for intensively trained or explicitly addressed vocabulary. Implicit vocabulary learning solely through encounter during class did not prove conducive to vocabulary learning.
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Keyword:
ddc:no
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URL: https://kups.ub.uni-koeln.de/33355/
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