There is some evidence that vocabulary intervention is effective for children. However, very little is known about the effectiveness of interventions to increase adolescent knowledge of cross-curriculum words.
12:00 - 14:00
Dr Sarah Spencer, University of Sheffield
Lectures, talks and seminars
Language and Linguistics, Department of
Victoria Mead firstname.lastname@example.org
Indeed, much less is known about adolescent language in general when compared to development occurring during early childhood.
The aims of the talk are to:
The presentation will include reference to data from two projects (Spencer et al. 2017a, Spencer et al. 2017b). The first examined associations between language assessment measures and GCSE outcomes for 150 adolescents. The second delivered and evaluated a new intervention programme to boost the vocabulary skills of adolescents.
The intervention was rolled out to 35 adolescents aged between 12 and 14 years who were at risk of educational underachievement with low scores on a range of assessments. Participants received a 10-week intervention programme in small groups, targeting 10 cross-curriculum words (e.g., ‘summarize’). This was evaluated using a bespoke outcome measure - the Word Knowledge Profile.
Implications of the projects will be discussed, and I will argue that: