Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. https://doi.org/10.1080/19345747.2016.1237596
摘要：我们调查了一个相对简洁的跨课程的词汇增长的干预对中学生的学术性词汇发展的影响。在3个城区的44所中学中，8382名学生被随机分配到干预组或控制组下。干预组教师在实施该项目时只获得了最低限度的支持和不同程度的承诺。在基于课程的词汇后测中干预组的学校的学生的得分几乎比控制组学校的学生的得分要高一个百分点。虽然对学生的常用词汇知识和阅读理解的标准化测量没有明显的干预效果， 但在学校和学生层面上的基线-干预的交互作用减弱了马修效应在阅读和词汇增长方面的作用。
基金资助: This work was supported by the Institute of Educational Sciences [Grant number R305A090555]. https://ies.ed.gov
相关链接: https://doi.org/10.1007/s11145-016-9703-3
相关文献: Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856.
https://doi.org/10.1007/s11145-016-9703-3
