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Effectiveness of a whole class vocabulary programme for secondary school students from areas of social disadvantage

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dc.contributor.author McNamara, Aoife
dc.date.accessioned 2014-10-10T14:46:01Z
dc.date.available 2014-10-10T14:46:01Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10344/4077
dc.description non-peer-reviewed en_US
dc.description.abstract Background: Decreased vocabulary skills have been identified in adolescents from socially disadvantaged backgrounds. Reduced language competence during adolescence is linked to poor academic achievement and social, emotional and behavioural difficulties. Research for adolescent language intervention is limited and there is a lack of evidence for effective intervention with adolescents from socially disadvantaged backgrounds. Aims: To investigate whether a whole class vocabulary programme implemented by teachers in socially disadvantaged secondary schools will improve students’ performance on selected vocabulary measures. The study also aimed to investigate if there is a relationship between students’ pre intervention scores and amount of improvement following intervention. Methods & Procedures: 245 first year students (M= 12; 8) from four socially disadvantaged secondary schools participated in the study. Whole schools were randomly assigned to two groups: treatment versus waiting controls. All participants were assessed pre and post intervention on the BPVS III and CELF 4 subtests. The treated group received 12 weeks of whole class vocabulary intervention delivered by secondary school teachers in a classroom setting. The vocabulary programme targeted key concepts and vocabulary through word associations, categorisation, mind mapping and word-building. Outcomes & Results: There were significant interaction effects (time x group) for 3 of 5 vocabulary raw score measures, indicating a greater degree of improvement for the treated group. Pos-hoc analysis demonstrated that the treated group made significant gains over time on all vocabulary measures. Correlations showed significant (p < .05) small to medium negative correlations between the treated group’s scores at pre intervention and amount of improvement for the majority of vocabulary measures. Conclusions & Implications: The current study is one of the first randomised control trials to demonstrate improved student performance on widely used vocabulary measures following whole class vocabulary intervention delivered by teachers in socially disadvantaged schools. The findings provide positive support for SLT and teacher collaborative work, adolescent vocabulary intervention and whole class intervention for adolescents from socially disadvantaged backgrounds. The positive results may encourage future research with adolescents from socially disadvantaged backgrounds and influence the professionals who work with this population. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject adolescence en_US
dc.subject secondary schools en_US
dc.subject social disadvantage en_US
dc.subject vocabulary intervention en_US
dc.subject whole class approach en_US
dc.subject collaborative intervention en_US
dc.title Effectiveness of a whole class vocabulary programme for secondary school students from areas of social disadvantage en_US
dc.type info:eu-repo/semantics/masterThesis (taught) en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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