Topics
Research
Resources
Projects
Services
About CAL
Join Our List
Featured Publication
Enriching Content Classes for Secondary ESOL Students book cover
Email this page
Print this page
Presentation Archive

Woman at podium

Browse our list of past presentations.

 

About CAL

Past CAL Presentations

Society for the Scientific Study of Reading (SSSR) 2012 Annual Meeting

July 11 - 14, 2012
Montreal, Canada
Visit the conference website.


The Effects of a Cognate-Based Intervention on Middle School Studentsí Vocabulary Attainment
This quasi-experimental study was conducted in 30 classrooms in three urban middle schools and involved 495 students in grades 6, 7, and 8. One-third of the students received a monolingual English version of the cognate curriculum; one-third received a cross-linguistic version that made explicit connections across English and Spanish; and one-third served as a control group. Students were administered an English vocabulary assessment (EVOCA), that includes taught cognates, non-taught cognates, and other non-taught words. The Test of Reading Comprehension (TORC) and the Test of Silent Word Reading Fluency (TOSWRF) were also administered as pre-tests of general English proficiency and English literacy, respectively. To estimate treatment effects, we ran a series of multilevel models. After controlling for native language, grade level, and pre-test scores on the EVOCA, TOSWRF, and TORC assessments, students from the two intervention conditions outperformed control students on the EVOCA post-test total score (Cohenís d = .30). The effect size was larger when only taught cognates were considered (Cohenís d = .50). However, there were not statistically significant differences between the two conditions (monolingual vs. cross-linguistic) on the EVOCA total score. Moreover, native Spanish speakers scored significantly lower than other students, and treatment did not moderate this effect.

Presenters include: Liz Howard, Igone Arteagoitia

 

Return to CAL's list of past presentations.