Research Releated to Vocabulary Intervention
Here are some references for research related to vocabulary intervention:
- Flanigan, Kevin, and Scott C. Greenwood. "Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies." Journal of Adolescent and Adult Literacy. 51.3 (2007): 226-238. Print.
The authors have reviewed published methods of vocabulary instruction and concluded that to match vocabulary instruction effectively one must consider the students, purposes, words and strategies. By doing this they then developed a four-level framework that helps determine the best method for teaching a given vocabulary word.
- Ebbers, Susan M., and Carolyn A. Denton. "A Root Awakening: Vocabulary instruction for older students with reading difficulties." Learning Disabilities Research and Practice. 23.2 (2008): 90-102. Print.
A research base and promising practices for vocabulary instruction are described focusing on creating a verbal learning environment that fosters word consciousness, selecting a teaching specific words, and teaching an independent word learning strategy through a combination of contextual and morphemic analysis.
- Bryant, Dianne Pedottry, Marilyn Goodwin, Brian R. Bryant, and Kellie Higgins. "Vocabulary instruction for students with learning disabilities: a review of the research." Learning Disability Quarterly. 26.Spring (2003): 117-128. Print.
Concludes that independent word learning strategies such as using the dictionary and context clues are insufficient to meet the needs of students with learning disabilities. Rather, based on the depth of knowledge needed for the key vocabulary, appropriate interventions would include memory devices and graphic depictions paired with direct instruction. Considers computer-aided instruction a promising tool to allow for independent student practice.