Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies

By S. Vaughn, Leticia R. Martinez, Sylvia Linan-Thompson, C. Reutebuch, Coleen D. Carlson, D. Francis. 2009

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3220112e0bb46304ceee37028033947075cbf773

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In Developmental and Educational Psychology

In Sociology and Political Science

Dolores Perin

Citations in the corpus

Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Combining this understanding of linguistic features with the research-based strategies used by Vaughn et al. (2009) may result in stronger comprehension gains.”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “The current study shares this limitation with much of the extant research on vocabulary and academic language; the field is hampered by a paucity of standardized vocabulary measures that go beyond breadth of knowledge and examine either depth of word knowledge or students’ use of words (Vaughn et al”
Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (2011, background): “Researchers commonly follow samples of low-performing students in their RCT evaluations to assess the effectiveness of programs or interventions intended to improve achievement for the neediest student populations (see Chambers et al. 2008; Klein et al. 2008; Vaughn et al. 2009 for recent examples).”
Facilitating Student Learning Through Contextualization (2011, background): “Examples have been reported for college courses in business and allied health (Artis, 2008; Badway & Grubb, 1997; Cox, Bobrowski, & Spector, 2004; Perin, 2001) and in K-12 science, social studies, and career and technical education (Barton, Heidema, & Jordan, 2002; Bulgren, Marquis, Lenz,…”
Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial (2017, methodology): “Similar to other content area studies with secondary ELs (Snow, Lawrence, & White, 2009; Vaughn et al., 2009), recently exited EL students were included in the EL sample because they require continued T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo gi ca l A ss oc ia tio n o”
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, background): “The search did yield three studies that used technology to deliver vocabulary instruction (e.g., Kennedy, Deshler, & Lloyd, 2013; Vaughn et al., 2009; Xin & Rieth, 2001), however, none used UDL as a theoretical framework tied explicitly to students with LD.”
Improving reading comprehension and social studies knowledge in middle school (2013, methodology): “We identified five components of the PACT intervention informed by the content learning model (Gersten, Baker, Smith-Johnson, & Dimino, 2006; Vaughn et al., 2009), that focus on improving understanding while reading text and provide opportunities for students to connect new, text-based learning to p”