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Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

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Title: Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
Language: English
Authors: O'Connor, Rollanda E., Sanchez, Victoria M., Jones, Brian T., Suchlit, Luisana, Youkhanna, Valencia, Beach, Kristen D., Widaman, Keith
Source: Journal of Learning Disabilities. May-Jun 2021 54(3):187-202.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A160019
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Descriptors: Vocabulary Development, Middle School Students, English, Language Arts, Students with Disabilities, Learning Disabilities, Special Education, Grade 6, Retention (Psychology), Longitudinal Studies, Teaching Methods, Faculty Development, Comparative Analysis, Academic Language, English Language Learners, Reading Comprehension, Transfer of Training, Language Tests, Expressive Language, Receptive Language
Geographic Terms: California
DOI: 10.1177/0022219420922839
ISSN: 0022-2194
1538-4780
Abstract: In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < 0.001) and on a standardized measure of vocabulary (p = 0.04). [For the grantee submission, see ED604314.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: EJ1293816
Database: ERIC
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  Data: Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
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  Data: In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p &lt; 0.001) and on a standardized measure of vocabulary (p = 0.04). [For the grantee submission, see ED604314.]
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        Value: 10.1177/0022219420922839
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 187
    Subjects:
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: English
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      – SubjectFull: Language Arts
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: English Language Learners
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      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
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