Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools

Carlisle, Joanne F.; Kelcey, Ben; Berebitsky, Dan

doi:10.3102/0002831213492844

Cited by 67 publications

(30 citation statements)

References 40 publications

(82 reference statements)

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“…Vocabulary knowledge is correlated with reading comprehension (Beck, Perfetti, & McKeown, ; Cromley & Azevedo, ; Cunningham & Stanovich, ; Stahl & Fairbanks, ), and students with larger vocabularies have shown increased reading stamina and enjoyment (Stahl, ). Despite these positive effects, teachers are primarily teaching words at a superficial level, not aligning vocabulary instruction to best practices (Carlisle, Kelcey, & Berebitsky, ; Scott, Jamieson‐Noel, & Asselin, ; Watts, ; Wright & Neuman, ). Instruction must move beyond definitional knowledge.…”

Section: Effective Vocabulary Instructionmentioning

confidence: 99%

Vocabulary by Gamification

Kingsley¹,

Grabner-Hagen²

2017

The Reading Teacher

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Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.

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Section: Effective Vocabulary Instructionmentioning

confidence: 99%

Vocabulary by Gamification

Kingsley¹,

Grabner-Hagen²

2017

The Reading Teacher

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“…In the average classroom, there is very little instructional time allocated to building vocabulary through explicit teaching and to developing oral language skills (Carlisle, Kelcey, & Berebitsky, 2013;Lesaux, Kelley, & Harris, 2015). This is made evident by a recent study examining standard practice in 26 middle school English Language Arts classrooms in a large urban district serving large numbers of ELLs.…”

Section: Beyond 'Instruction As Usual': Avoiding Potential Pitfallsmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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“…There are a wide variety of approaches to analyzing rater-mediated assessments (e.g., Baumgartner and Steenkamp, 2001; Engelhard, 2002; Patz et al, 2002; Wolfe, 2004; Bejar et al, 2006; De Jong et al, 2007; Lahuis and Avis, 2007; Hill et al, 2012; Carlisle et al, 2013). We focus our discussion on one common treatment of rater-mediated assessments that draws on multilevel measurement models to track rater differences through random effects (e.g., Lahuis and Avis, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Because such excess variance is specific to an observation and rater and does not generalize beyond a sampled observation and rater, research has accounted for these effects by introducing observation- and rater-specific random effects (e.g., Carlisle et al, 2013). The introduction of random effects for each mode of the distinct hierarchies gives rise to a cross-classified (multilevel) IRM.…”

Section: Introductionmentioning

confidence: 99%

Approximate measurement invariance in cross-classified rater-mediated assessments

2014

Self Cite

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An important assumption underlying meaningful comparisons of scores in rater-mediated assessments is that measurement is commensurate across raters. When raters differentially apply the standards established by an instrument, scores from different raters are on fundamentally different scales and no longer preserve a common meaning and basis for comparison. In this study, we developed a method to accommodate measurement noninvariance across raters when measurements are cross-classified within two distinct hierarchical units. We conceptualized random item effects cross-classified graded response models and used random discrimination and threshold effects to test, calibrate, and account for measurement noninvariance among raters. By leveraging empirical estimates of rater-specific deviations in the discrimination and threshold parameters, the proposed method allows us to identify noninvariant items and empirically estimate and directly adjust for this noninvariance within a cross-classified framework. Within the context of teaching evaluations, the results of a case study suggested substantial noninvariance across raters and that establishing an approximately invariant scale through random item effects improves model fit and predictive validity.

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Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools

Cited by 67 publications

References 40 publications

Vocabulary by Gamification

Vocabulary by Gamification

Improving Reading Comprehension of Middle and High School Students

Approximate measurement invariance in cross-classified rater-mediated assessments

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