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Estimating the Effect of Structured Vocabulary Review: An Experimental Evaluation

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Bibliographic Details
Title: Estimating the Effect of Structured Vocabulary Review: An Experimental Evaluation
Language: English
Authors: Joshua Fahey Lawrence, Emily Phillips Galloway, Judy Yu-Li Hsu
Source: Elementary School Journal. 2025 126(1):82-106.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Vocabulary Development, Language Acquisition, Middle School Students, Academic Language, Reading Comprehension, Retention (Psychology), Receptive Language, Language Usage, Semantics
DOI: 10.1086/736758
ISSN: 0013-5984
1554-8279
Abstract: This study investigates the impact of structured vocabulary review on vocabulary acquisition among middle-grade students (grades 6-8) using an experimental, parallel design. Twenty-four classrooms (310 students) were randomly assigned to review different sets of academic vocabulary. Students completed 20 weeks of the Word Generation curriculum, followed by a structured, three-day vocabulary review. Prior research indicates that vocabulary knowledge significantly influences reading comprehension, but single exposures to academic vocabulary typically do not lead to lasting retention. Structured vocabulary review provides repeated encounters with target words through reading, discussion, and interactive activities, supporting both receptive and productive vocabulary use. Generalized linear mixed models revealed that structured review increased the odds of correctly answering reviewed vocabulary items at posttest by 40%. A secondary analysis suggested a potential interaction between semantic diversity of words and treatment effects, though further exploration is required.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484192
Database: ERIC
FullText Text:
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  Data: Estimating the Effect of Structured Vocabulary Review: An Experimental Evaluation
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  Data: <searchLink fieldCode="AR" term="%22Joshua+Fahey+Lawrence%22">Joshua Fahey Lawrence</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Phillips+Galloway%22">Emily Phillips Galloway</searchLink><br /><searchLink fieldCode="AR" term="%22Judy+Yu-Li+Hsu%22">Judy Yu-Li Hsu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Elementary+School+Journal%22"><i>Elementary School Journal</i></searchLink>. 2025 126(1):82-106.
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  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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  Data: Y
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink>
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  Data: 10.1086/736758
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  Data: 0013-5984<br />1554-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates the impact of structured vocabulary review on vocabulary acquisition among middle-grade students (grades 6-8) using an experimental, parallel design. Twenty-four classrooms (310 students) were randomly assigned to review different sets of academic vocabulary. Students completed 20 weeks of the Word Generation curriculum, followed by a structured, three-day vocabulary review. Prior research indicates that vocabulary knowledge significantly influences reading comprehension, but single exposures to academic vocabulary typically do not lead to lasting retention. Structured vocabulary review provides repeated encounters with target words through reading, discussion, and interactive activities, supporting both receptive and productive vocabulary use. Generalized linear mixed models revealed that structured review increased the odds of correctly answering reviewed vocabulary items at posttest by 40%. A secondary analysis suggested a potential interaction between semantic diversity of words and treatment effects, though further exploration is required.
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  Data: 2025
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        PageCount: 25
        StartPage: 82
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Middle School Students
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      – SubjectFull: Academic Language
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Language Usage
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      – SubjectFull: Semantics
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      – TitleFull: Estimating the Effect of Structured Vocabulary Review: An Experimental Evaluation
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