TY - JOUR
T1 - More Than Words: Older Adolescents' Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk
AU - Townsend, Dianna
AU - Barber, Ana Taboada
AU - Carter, Hannah
AU - Salas, Rachel
N1 - Abstract This study explores older adolescents' linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration among professional development personnel, teachers, and university researchers.
PY - 2020
Y1 - 2020
N2 - This study explores older adolescents’ linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration among professional development personnel, teachers, and university researchers. Eleventh and twelfth grade students ( N = 310) were administered measures of three dimensions of academic word knowledge. Academic word knowledge explained significant variance in reading, math, science, and writing. Furthermore, students’ risk categories correlated with all measures, suggesting that efforts to support academic vocabulary for adolescents should be part of comprehensive interventions to help adolescents navigate academic risk.
AB - This study explores older adolescents’ linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration among professional development personnel, teachers, and university researchers. Eleventh and twelfth grade students ( N = 310) were administered measures of three dimensions of academic word knowledge. Academic word knowledge explained significant variance in reading, math, science, and writing. Furthermore, students’ risk categories correlated with all measures, suggesting that efforts to support academic vocabulary for adolescents should be part of comprehensive interventions to help adolescents navigate academic risk.
UR - https://doi.org/10.1080/02702711.2020.1782291
U2 - 10.1080/02702711.2020.1782291
DO - 10.1080/02702711.2020.1782291
M3 - Article
VL - 41
JO - Reading Psychology
JF - Reading Psychology
IS - 8
ER -