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A Small-Scale, Feasibility Study of Academic Language Time in Primary Grade Language Arts
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Roskos, Kathleen A.; Zuzolo, Nicole; Primm, Ashley
- Language:
English- Source:
Early Child Development and Care. 2017 187(3-4):615-629.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 15
- Education Level: Elementary Education
- Subject Terms: Language Arts; Feasibility Studies; Access to Computers; Time Factors (Learning); Evidence Based Practice; Vocabulary; Fidelity; Pretests Posttests; Vocabulary Skills; Achievement Gains; Conventional Instruction; Intermode Differences; Performance Based Assessment; Program Effectiveness; Elementary School Teachers; Elementary School Students; Instructional Design; Nonfiction; STEM Education; Participant Satisfaction; Observation; Teacher Attitudes; Control Groups; Experimental Groups
- Accession Number: 10.1080/03004430.2016.1207067
- ISSN: 0300-4430
- Abstract: A small-scale feasibility study was conducted to explore the implementation of academic language time (ALT) in primary grade classrooms with and without access to digital devices. Academic language time is a structural change that dedicates a portion of language arts instructional time to direct vocabulary instruction using evidence-based techniques. Over a 6-week period, teachers and students in eight urban primary grade classrooms participated in the study. Fidelity of implementation and students' pre- and post-vocabulary performance were used to gauge the ease and effectiveness of implementation as indicators of feasibility. Results showed that a majority of classrooms, print and digital-enriched, met fidelity benchmarks, suggesting ease of implementation. All classrooms showed pre/post-gains in students' vocabulary learning, indicating effectiveness of implementation. The wide range of fidelity across classrooms, however, suggests that a more nuanced analysis of fidelity may be required to improve the implementation effectiveness of ALT for purposes of replication.
- Abstract: As Provided
- Number of References: 33
- Publication Date: 2017
- Accession Number: EJ1132299
- Availability:
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