Project Activities
The researchers will use a formative experiment to develop, revise, and pilot test a comprehensive, multifaceted vocabulary instructional program for upper elementary grade students, including English language learners.
Structured Abstract
Setting
Participating schools are located in Illinois and Colorado.
Sample
Study participants will be fourth- and fifth-grade students and their teachers.
A comprehensive, multifaceted, long-term vocabulary instructional program that incorporates Michael Graves' (2006) four components—rich and varied language experiences, explicit instruction of individual words, explicit instruction of word-learning strategies, and promotion of word consciousness—will be developed. The program is intended to be implemented as part of regular classroom instruction for children in the fourth and fifth grades, including English language learners.
Research design and methods
The vocabulary instructional program will be developed using a formative experimental approach to systematically test and modify the four key vocabulary instructional practices. In each of the three years of the project, the instructional components will be developed, tested for feasibility, and revised accordingly.
Control condition
There is no control condition.
Key measures
Quantitative measures include researcher-developed measures of general and specific vocabulary knowledge, morphemic analysis skills, contextual analysis skills, and word consciousness skills. Qualitative measures include observations of lesson fidelity and lesson pedagogy, as well as teacher interviews.
Data analytic strategy
Vocabulary assessments will be administered twice during each year of the project, and changes from the beginning to the end of each year will be analyzed using descriptive statistics and single-subject visual analyses. Observation and interview data will be analyzed to assess fidelity of instruction provided by teachers, characteristics of the vocabulary activities taking place within the classroom (such as duration or nature of student participation), as well as teachers' reflections on and suggestions for the vocabulary program.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: The products of this project will be a fully developed vocabulary instructional program for children in the fourth and fifth grades, including English language learners, and published reports.
Book
Blachowicz, C., Ogle, D., Fisher, P., and Taffe, S.W. (2013). Teaching Academic Vocabulary K-8: Effective Practices Across The Curriculum. Guilford Press.
Book chapter
Baumann, J.F., Edwards, E.,C. and Font, G. (2012). Teaching Word-Learning Strategies. In E.J. Kame'enui and J.F. Baumann (Eds.), Vocabulary Instruction: Research to Practice, (pp. 139-168). New York: The Guilford Press.
Blachowicz, C.L., and Baumann, J.F. (2012). Language Standards for Vocabulary. In L.M. Morrow, K.K. Wixson, and T. Shanahan (Eds.), Teaching with the Common Core Standards for English Language Arts, Grades 3-5, 131-153. New York: The Guilford Press.
Blachowicz, C.L.Z. and Fisher, P. (2012). Keep the “Fun” in Fundamental. In E.J. Kame'enui and J.F. Baumann (Eds.), Vocabulary Instruction: Research to Practice, (pp. 189-209). New York: The Guilford Press.
Blachowicz, C.L., Manyak, P.C., Baumann, J.F., and Graves, M.F. (2017). “FLOOD, FAST, FOCUS”: Integrated Vocabulary Instruction in the Classroom. In K. Wood, J. Paratore, B. Kissel, and R. McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored Practices with New Research. New York: Teachers College Press.
Fisher, P.J., Bates, A., Gurvitz, D., and Blachowicz, C.L. (2013). Vocabulary Instruction: Struggling Readers Becoming Word Wizards. In E. Ortlieb and E.H. Cheek (Eds.), School-Based Interventions for Struggling Readers, K-8 (pp. 165-182). Emerald Group Publishing Limited.
Graves, M.F. (2015). Building a Vocabulary Program that Really Could make a Significant Contribution to Students Becoming College and Career ready. In P.D. Pearson and E.H. Hiebert (Eds.), Research-Based Practices for Teaching Common Core Literacy, 123-144. New York: Teachers College Press.
Journal article, monograph, or newsletter
Graves, M.F., Baumann, J.F., Blachowicz, C.L., Manyak, P., Bates, A., Cieply, C., ... and Von Gunten, H. (2014). Words, Words Everywhere, but Which Ones do we Teach? The Reading Teacher, 67(5), 333-346.
Manyak, P.C., Baumann, J.F., and Manyak, A.M. (2018). Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them. The Reading Teacher.
Additional project information
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
