The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before and after a 20 week supplemental language instruction that focused on morphological knowledge in academic words. Students received supplemental Word Knowledge Instruction (n = 515) or business-as-usual (n = 307). The sample included students who were English Learners (ELs), previous ELs with fluent English proficiency (FEP), never ELs, and students with language-based learning disabilities (LLD). Small but significant increases in academic word use in written responses were evidenced from fall to spring. Results from a two-level hierarchical linear model with students nested within teachers indicated that a supplemental instructional approach predicted change in academic word use from fall to spring for students with differential effects by EL status. The morphology-focused supplemental instruction was related to larger gains in academic word use in writing than business-as-usual for students with LLD and FEP students. ELs with limited English proficiency showed similar outcomes in both conditions.

当前项目的目标是：（1）描述整个学年写作中学术词汇使用的平均变化，（2）检查学术词汇使用增长的潜在预测因素，以响应以形态学为重点的补充教学。研究人员利用 824 名 5 年级学生在 20 周补充语言教学之前和之后的书面说明性回答，该课程侧重于学术词汇中的形态学知识。学生接受了补充词汇知识指导 ( n  = 515) 或一切照旧 ( n = 307）。样本包括曾是英语学习者 (EL) 的学生、具有流利英语水平 (FEP) 的先前 EL、从未达到过 EL 的学生以及有语言学习障碍 (LLD) 的学生。从秋季到春季，书面答复中学术词汇的使用出现了小幅但显着的增加。学生嵌套在教师中的两级分层线性模型的结果表明，补充教学方法预测了从秋季到春季，对于受 EL 状态影响不同的学生，学术词汇使用的变化。对于具有 LLD 和 FEP 学生的学生来说，以形态学为重点的补充教学与写作中学术词汇使用的更大收益有关，而不是照常营业。英语水平有限的 EL 在这两种情况下表现出相似的结果。