Joshua Lawrence|Lauren Capotosto|Lee Branum?Martin|Claire E. White|Catherine E. Snow
Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program
longitudinal quasiexperimental study examines effects word generation middleschool vocabulary intervention learning maintenance consolidation academic vocabulary students englishspeaking homes proficient english speakers languageminority homes limited englishproficiency students using individual growth modeling found students receiving word generation improved target word knowledge instructional period students comparison schools average found interaction instruction homelanguage status englishproficient students languageminority homes improved englishproficient students englishspeaking homes limited englishproficiency students however realize gains equivalent proficient students languageminority homes instructional period administered followup assessments fall instructional period ended spring following year determine well students maintained consolidated target academic words students intervention group maintained relative improvements followup assessments