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., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19(2), 76–97. http://doi.org/10.1080/10824669.2014.958836
摘要： 对一项名为“词汇增长”(Word Generation)的新颖、跨内容领域的词汇干预项目进行的准实验研究显示，在实施该项目的学校中，六年级至八年级学生在特定课程测试中的词汇增量明显高于对照组学校。此外，与接受了训练的语言少数学生无明显差异，但比英语单科学生出现了更大的增量。特定课程测试中出现的词汇量增量预测了马萨诸塞州综合评估系统(MCAS)英语语言艺术评估的表现，同样只适用于接受训练了的学校的学生。在认识到有必要对这个项目进行更严格的实验研究的同时，我们还是得出结论，参与到干预活动中，其重点是深度阅读、理解时事话题、富有成效的课堂讨论、展开辩论和撰写有说服力的论文，这似乎对学生在MCAS上的表现做出了贡献。
基金资助: Development and further evaluation of Word Generation was supported by Senior Urban Education Fellowship awarded to Catherine Snow by the Council of Great City Schools (https://www.cgcs.org). Joshua Lawrence was supported by funds awarded to Catherine Snow by the Spencer Foundation (https://www.spencer.org) and the Carnegie Corporation of New York (https://www.carnegie.org). This research was made possible through grants from IES (R305A050056). https://ies.ed.gov
相关链接： http://doi.org/10.1080/10824669.2014.958836
相关文献：Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19(2), 76–97. http://doi.org/10.1080/10824669.2014.958836
