The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

By Amy M. Elleman, Endia J. Lindo, Paul Morphy, Donald L. Compton. 2009

479 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5b00e63c62f0179d7e8e1fc95a1c52eb1d9ed0d0

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, methodology): “For example, far transfer measures of generalized vocabulary knowledge and comprehension are often not sensitive enough to capture the effects of vocabulary instruction and there are few options for assessing near transfer (Elleman et al., 2009; Pearson et al., 2007).”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “As demonstrated in previous meta-analyses (Elleman et al., 2009; Marulis & Neuman, 2010) as well as a meta-analysis of 11 metaanalyses (Rosenshine, 2010), studies that employed author-created measures had larger effect sizes.”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “Athough there is a link between vocabulary and comprehension ( Beck et al, 2002 ; Biemiller, 1999 ; NICHD, 2000 ; RAND, 2002 ), the positive relationship between vocabulary and comprehension seems to be limited to research-developed, near measures with a weaker relationship with standardized meas”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “This finding is not unexpected given the possibility that standardized measures are often insensitive to vocabulary growth (Elleman et al., 2009).”
Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension (2012, background): “In addition, more discussion in vocabulary instruction was associated with greater success in learning and using new vocabulary (Elleman et al., 2009).”
Building Content Knowledge to Boost Comprehension in the Primary Grades (2020, unknown): “Although modest, the significant impact on standardized measures of language and science knowledge stand out because relatively few interventions actually show transfer to more generalized learning as measured via a standardized assessment (e.g., Elleman, Lindo, Morphy, & Compton, 2009).”