Adolescent Newcomers: Improving Vocabulary and Comprehension in a Universally-Designed Scaffolded...
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Transcript of Adolescent Newcomers: Improving Vocabulary and Comprehension in a Universally-Designed Scaffolded...
Adolescent Newcomers: Improving Vocabulary and Comprehension in a
Universally-Designed Scaffolded Digital Reading
Environment
Sabina Neugebauer, Harvard Graduate School of Education, United States of America
Paola Uccelli, Harvard Graduate School of Education, United States of America
Bridget Dalton, CAST, United States of America
Elaine Mo, Harvard Graduate School of Education, United States of America
Patrick Proctor, Boston College, United States of America
Catherine Snow, Harvard Graduate School of Education, United States of America
Ge Vue, CAST, United States of America
Overall Project Goals
To develop and test a universally designed (Rose &
Meyer, 2002) scaffolded digital reading environment
(Dalton & Proctor, 2007) to improving reading
achievement and engagement of 5th grade students,
including bilingual students and struggling readers
Intervention• Students read 8 fiction and non-fiction hypertexts
with embedded supports for vocabulary, comprehension, and assessment for sixteen weeks.
Universal Design for Learning Program Features:• Multiple means of representation• Multiple means of expression• All instructional supports available in Spanish and
English• Reading is connected to writing, multimedia
composition and oral language
Research Questions
What are the benefits and limitations of a UDL intervention for improving 5th grade Spanish-speaking newcomers’ vocabulary and reading comprehension in the U.S.?
What students seem to benefit the most from this intervention?
ParticipantsStudent Gender Born in U.S. Time in the
U.S.Special Education *
1. Juana F NO 6 months No
2. Jane F NO 2 years No
3. Will M NO 3 years Yes
4. Katy F NO 3 years No
5. Francis M NO 4 years Yes
6. Marta F NO 4 years No
7. Javi M NO 7 years Yes
8. Jose M YES n/a No
9. Rodrigo M YES n/a No
All student names are pseudonyms to protect the identity of these students
Measures
Student Profiles
Individually Administered Pre-test
Woodcock-Muñoz Language Survey-Revised
Picture Vocabulary
Letter Word ID
Passage Comprehension
Pre and Post Intervention AssessmentGroup Administered Pre and Post-Test
Group Reading Assessment and Diagnostic Evaluation (GRADE)
GrowthStudent
Pre-TestFall, 2006
Post-TestSpring, 2007
Vocabulary Pre-test
Grade EquivalentVocabulary Post-testGrade Equivalent
1. Juana n/a 4.42. Jean 2.7 5.43. Will* 3.0 2.74. Katy 3.0 3.85. Francis* 3.0 2.76. Marta 3.8 5.87. Javi* 3.5 3.88. Jose 3.0 4.69. Rodrigo** . 8.2
Student Performance comparing pre and post vocabulary scores on the GRADE
English Literacy Skills: Student WCM GE Scores
0
1
2
3
4
5
6
PictureVoc
Word ID Passage
1. Juana
2. Jean
3. Will
4. Katy
5. Francis
6. Marta
7. Javi
8. Jose
9. RodrigoK
Spanish Literacy Skills: Student WCM GE Scores
0
2
4
6
8
10
12
14
PictureVoc
Word ID Passage
1. Juana
2. Jean
3. Will
4. Katy
5. Francis
6. Marta
7. Javi
8. Jose
9. Rodrigo K
Profiles for Success
• Initial Grade-level English skills– A student with grade-level English skills improved to reach 8th grade
equivalent scores (Rodrigo).
• Initial above-grade level Spanish skills– A student with grade-level skills in the home language improved from
no English up to 4th grade equivalent scores in vocabulary and 3rd grade equivalent scores in reading comprehension (Juana).
• Collaborative work: Complementary Skills in English
– Students with low scores in English, but with complementary reading skills, who enjoyed working together (Jean and Marta) improved.
ContactsSabina Rak Neugebauer [email protected]
Paola Uccelli [email protected]
http://www.cast.org/
ReferencesAugust, D.L., & Shanahan, T. (Eds.). (2006). Developing literacy in a second language:
Report of the National Literacy Panel. Mahwah, NJ: Lawrence Erlbaum Associates.August, D., Carlo, M., Dressler, C., & Snow, C. E. (2005) The Critical Role of
Vocabulary Development for English Language Learners. Learning Disabilities Research & Practice 20 (1), 50–57.Dalton, B. & Proctor, P. (in press). The changing landscape of text and comprehension in
the age of new literacies. XX YY (Eds.) International Handbook of New Literacies.Genessee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (Eds.). (2006).
Educating English language learners: A synthesis of research evidence. New York, NY: Cambridge University Press.Group Reading Assessment and Diagnostic Evaluation, AGS, 2001Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-
monitoring activities. Cognition & Instruction, 1(2), 117.Proctor, C. P., Dalton, B., & Grisham, D. (In press). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research.Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).Short, D. & Boyson, B.A. (2004). Creating Access: Language and Academic Programs for Secondary School
Newcomers. Washington, DC: Center for Applied Linguistics.