A WWC practice guide rests its recommendation to teach academic vocabulary intensively across several days on six studies meeting WWC standards (five RCTs, one quasi-experiment)¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teaching a set of academic vocabulary words intensively across several days using varied instructional activities rests on six studies meeting WWC standards, five randomized controlled trials and one quasi-experimental. → Baker 2014
Evidence¶
Baker 2014¶
Baker, S., Geva, E., Kieffer, M. J., Lesaux, N., Linan-Thompson, S., Morris, J., Proctor, C. P., & Russell, R. (2014). Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. What Works Clearinghouse Practice Guide. https://ies.ed.gov/ncee/wwc/PracticeGuide/19
q2 · i? · review · r2
The guide's evidence summary for Recommendation 1 reports the underlying study base: "six studies that met WWC standards", with five RCTs and one quasi-experimental study, spanning pre-K to middle school in integrated EL and native-speaker settings.
"Based on six studies that met WWC standards – 5 randomized controlled trials – 1 quasi-experimental"
Discussion¶
Related Claims¶
- Vocabulary Instruction Improves Comprehension — the general claim this finding bears on, with the studies behind it
- Small-group instructional intervention for students struggling in literacy and English language development is supported by six RCTs at moderate evidence level — related
- Multisyllabic word-reading instruction improves reading for students in grades 4–9 with reading difficulties, with strong supporting evidence — related
- Game-based vocabulary practice produced larger gains than traditional instruction for newly arrived migrant children. — related
- Integrating oral and written English language instruction into content-area teaching shows positive impacts on content-area acquisition in five RCTs — related
- Comprehension-building practices for struggling readers in grades 4–9 have strong evidence, based on 34 studies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
academic-vocabulary-intensive-instruction-strong-evidence |
title |
A WWC practice guide rests its recommendation to teach academic vocabulary intensively across several days on six studies meeting WWC standards (five RCTs, one quasi-experiment) |
description |
A WWC practice guide rests its recommendation to teach academic vocabulary intensively across several days on six studies meeting WWC standards (five RCTs, one quasi-experiment) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baker-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.