Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856. https://doi.org/10.1007/s11145-016-9703-3
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classiﬁed as initially ﬂuent English proﬁcient (IFEP), redesignated ﬂuent English proﬁcient (RFEP), or limited English proﬁcient (LEP) students. The analytical sample was not a nationally representative sample and included a great number of Asian student s and students who receive gifted and talented education. Students were assessed at four time points on a standardized measure of general vocabulary and a researcher-developed academic vocabulary test. On both vocabulary measures, IFEP students slightly outperformed English-only (EO) students on average, and EO students scored higher than RFEP and LEP students at baseline. RFEP and LEP students showed slower rate of growth than their EO peers in general vocabulary. While both EO and language minority students showed summer setback with general vocabulary knowledge on average, the magnitude of summer setback was not as great for LEP students. In academic vocabulary, all subgroups of language minority students showed more rapid rate of growth than their EO peers. Only the REP students experienced a change in the learning tra-jectory during the summer months. We discuss the implications of these ﬁndings for all language groups.
This research was supported by Grant Number R305A090555, Word Generation: An Efﬁcacy Trial (PI: Catherine Snow) from the Institute of Education Sciences (IES), US Department of Education (USDE). https://ies.ed.gov/funding/grantsearch/details.asp?ID=824
Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. https://doi.org/10.1080/19345747.2016.1237596