ABSTRACT

This article reports on a 3-year formative experiment involving the implementation and testing of a long-term, multifaceted vocabulary instruction program in fourth- and fifth-grade classrooms in three demographically distinct schools. The quantitative findings indicate that the students, across the 3 years of the project, showed accelerated growth in general vocabulary knowledge in comparison to the large norming sample of a standardized vocabulary test frequently used in research. Additional analyses compared the performance of limited-English-proficient students to that of native English-speaking and redesignated fluent-English-proficient students on the standardized vocabulary test and several researcher-designed assessments. The authors conclude by discussing the significance and the limitations of the findings and the ways that this uniquely successful intervention contributes to research and practice aimed at enhancing elementary-school students’ vocabulary knowledge.

摘要

本文报告了一项为期 3 年的形成性实验，该实验涉及在三所人口结构不同的学校的四年级和五年级课堂中实施和测试长期、多方面的词汇教学计划。定量结果表明，与研究中经常使用的标准化词汇测试的大型规范样本相比，学生在项目的 3 年中表现出一般词汇知识的加速增长。额外的分析比较了英语能力有限的学生与母语为英语和重新指定为流利英语的学生在标准化词汇测试和一些研究人员设计的评估中的表现。