The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

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The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, unknown): “…on several reviews of research (Baumann et al., 2003; Beck et al., 2002; Graves, 2000; Stahl & Fairbanks, 1986) as well as individual empirical studies (Baumann et al., 2002, 2003; Beck & McKeown, 2007; Carlo et al., 2004; Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009; Lubliner & Smetana, 2005).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “As well, strategic approaches that focus on students’ metacognition promote self-efficacy for monitoring comprehension and applying word learning strategies in new contexts (Dole et al., 1995; Lubliner & Smetana, 2005).”
Vocabulary: Questions from the classroom (2006, background): “Lubliner and Smetana (2005) also investigated the effect of comprehensive metacognitive vocabulary instruction with fifth-grade Title I (federally funded U.S. program for disadvantaged learners) students and found a positive effect on vocabulary learning and reading comprehension.”