Academic Vocabulary Networks Matter for Students’ Disciplinary Learning

Abstract

Making sense of the science of reading instruction starts with reviewing the research.

Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency.

“…The findings, aligned with the action theory underpinning the intervention, suggest that the significant effect on ELs' domainspecific vocabulary knowledge can be attributed to the implementation of academic vocabulary instruction through concept mapping, which fosters the development of high-quality mental semantic representations (Fitzgerald et al, 2021;Perfetti, 2007). ELs particularly benefited from explicit visualization and discussions of textual and semantic networks during concept mapping activities, facilitating the learning of meanings of content-area academic words (e.g., Borovsky et al, 2016;Bravo & Cervetti, 2008;Pollard-Durodola et al, 2011;Stahl & Nagy, 2006).…”

“…Despite only 80 min allocated to writing activities across four lessons, the substantial effect likely derives from integrating writing tasks into the broader context of reading and language activities, affirming literacy skill interconnectedness (Fitzgerald & Shanahan, 2000). Engaging with informational texts, text-based discussions, and concept mapping using domain-specific vocabulary likely enriched students’ disciplinary knowledge and cognitive networks, aiding critical processes in information retrieval and composition (Borovsky et al, 2016; Fitzgerald et al, 2021, 2022; Perfetti, 2007; Steyvers & Tenenbaum, 2005). Furthermore, explicit self-regulated strategy instruction and structured writing tasks may have eased cognitive demands, fostering the development of a mental structure for essential writing elements (Galbraith & Baaijen, 2018; Graham & Harris, 2018; McCutchen, 2000).…”