scholarly journals Missing in Action: Vocabulary Instruction in Pre-K

2009 ◽  
Vol 62 (5) ◽  
pp. 384-392 ◽  
Author(s):  
Susan B. Neuman ◽  
Julie Dwyer
Keyword(s):  
Vocabulary Instruction ◽  
Missing In Action

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Missing in Action

2005 ◽  
Vol 39 (11) ◽  
pp. 23
Author(s):  
WILLIAM G. WILKOFF
Keyword(s):  
Missing In Action

INTEGRATING VOCABULARY INSTRUCTION INTO MATH CLASSROOM

2020 ◽  
Vol 9 (4) ◽  
pp. 1541-1551
Author(s):  
R. Bhuvaneswari ◽  
S. Umamaheswari
Keyword(s):  
Vocabulary Instruction

Databases, GIS and Internet technologies with the purpose of identifying the soldiers who went missing in action in the Great Patriotic War

2017 ◽  
Vol 926 (8) ◽  
pp. 49-58
Author(s):  
O.S. Lazareva ◽  
M.V. Shalaeva ◽  
S.N. Shekotilova ◽  
V.G. Shekotilov
Keyword(s):  
The Internet ◽  
Practical Application ◽  
Internet Technologies ◽  
Modern Information Technology ◽  
Gis Technologies ◽  
Great Patriotic War ◽  
Automated Processing ◽  
Modern Information ◽  
Post War ◽  
Missing In Action

There was a discrepancy found between the practice of identification of the soldiers who went missing in action during the Great Patriotic War and also the reburied ones and the possibilities of automated processing of the war and post-war archive documents using modern information technology. Using the practical application of the mix of technologies of the databases, geographic information systems and the Internet as an example there is a possibility demonstrated to establish the destiny of a soldier who was considered missing in action. As far as the GIS technologies are concerned the methods of forming the atlas of rastre electronic maps and vector maps with the data from the archive sources have been the most significant. The atlas of raster electronic maps of the Great Patriotic War period for the Kalinin Battle Front and the 30th army which was formed in the process of research has been registered in Rospatent in the form of database. The functionality of the research was provided by applying various programming means

scholarly journals Missing in Action: Reports of Interdisciplinary Integration in Canadian Palliative Care

2021 ◽  
Vol 28 (4) ◽  
pp. 2699-2707
Author(s):  
Maggie C. Robinson ◽  
Maryam Qureshi ◽  
Aynharan Sinnarajah ◽  
Srini Chary ◽  
Janet M. de Groot ◽  
...  
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
Spiritual Care ◽  
Psychosocial Care ◽  
Research And Practice ◽  
Barriers And Enablers ◽  
Special Concern ◽  
Missing In Action ◽  
Interdisciplinary Integration

Palliative care has an interdisciplinary tradition and Canada is a leader in its research and practice. Yet even in Canada, a full interdisciplinary complement is often lacking, with psychosocial presence ranging from 0–67.4% depending on the discipline and region. We sought to examine the most notable gaps in care from the perspective of Canadian palliative professionals. Canadian directors of palliative care programs were surveyed with respect to interdisciplinary integration. Participants responded in writing or by phone interview. We operationalized reports of interdisciplinary professions as either “present” or “under/not-represented”. The Vaismoradi, Turunen, and Bondas’ procedure was used for content analysis. Our 14 participants consisted of physicians (85.7%), nurses (14.3%), and a social worker (7.1%) from Ontario (35.7%), British Columbia (14.3%), Alberta (14.3%), Quebec (14.3%), Nova Scotia (14.3%), and New Brunswick (7.1%). Psychology and social work were equally and most frequently reported as “under/not represented” (5/14, each). All participants reported the presence of medical professionals (physicians and nurses) and these groups were not reported as under/not represented. Spiritual care and others (e.g., rehabilitation and volunteers) were infrequently reported as “under/not represented”. Qualitative themes included Commonly Represented Disciplines, Quality of Multidisciplinary Collaboration, Commonly Under-Represented Disciplines, and Special Concern: Psychosocial Care. Similar to previous reports, we found that (1) psychology was under-represented yet highly valued and (2) despite social work’s relative high presence in care, our participants reported a higher need for more. These finding highlight those psychosocial gaps in care are most frequently noted by palliative care professionals, especially psychology and social work. We speculate on barriers and enablers to addressing this need.

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