Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders

Document Type

Article

Publication Title

Reading and Writing

ISSN

0922-4777

Volume

24

Issue

5

DOI

10.1007/s11145-009-9218-2

First Page

517

Last Page

544

Publication Date

5-1-2011

Abstract

This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth were detected, but not for a researcher-developed measure of breadth. © 2009 Springer Science+Business Media B.V.

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