Teachers with high incidental exposure described expanded opportunities for word use and connecting words to topics¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Qualitative thematic analysis of teacher interviews surfaced an overarching theme of making word meaning accessible, with three dimensions: expanded opportunities to engage in word use, connecting words to topics, and sustainability of intervention practices. → Mosher 2024

Evidence¶

Mosher 2024¶

Mosher, D. M., Burkhauser, M. A., & Kim, J. S. (2024). Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary. Journal of Educational Psychology, 116(4), 550–568. https://doi.org/10.1037/edu0000868

q2 · i? · causal · r2

Semi-structured interviews with 48 second-grade teachers (45 female, 94%), evenly split between treatment and control, coded in Dedoose using Braun and Clarke's thematic analysis; over half the initial a priori codes were discarded. The article reports the superordinate theme and its "three dimensions."

"an overarching theme emerged from etic and emic codes: teachers engage in rich practices to make word meaning more accessible. From the superordinate theme emerged three dimensions: (a) expanded opportunities to engage in word use, (b) connecting words to topics, and (c) sustainability of intervention practices."

Discussion¶

Related Claims¶

• Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension — related
• L2 learners pick up vocabulary incidentally from meaning-focused input, with reading the most-studied mode and listening yielding similar proportions of words learned — related
• Treatment teachers reported providing more incidental exposure to target vocabulary than control teachers (ES = .54) — related
• Combining intentional and incidental vocabulary learning produces greater gains and better retention than either mode alone — related
• Grade 1 and Grade 2 domain-specific vocabulary knowledge explained 69% of the MORE intervention's treatment effect on Grade 2 domain-specific reading comprehension — related