ERIC Number: EJ1342127
Record Type: Journal
Publication Date: 2022-Jun
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: EISSN-1538-4756
Elementary Classroom Vocabulary Experiences
Wanzek, Jeanne; Wood, Carla; Schatschneider, Christopher
Remedial and Special Education, v43 n3 p147-159 Jun 2022
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers' vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, the percentage of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.
Descriptors: Elementary School Teachers, Elementary School Students, Grade 2, Academic Language, Language Usage, Socioeconomic Background, Predictor Variables, Vocabulary Development, Receptive Language, Low Income Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170203