More Than Words: Older Adolescents' Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk. Issue 8 (16th November 2020)

• Record Type: Journal Article
• Authors: Townsend, Dianna; Barber, Ana Taboada; Carter, Hannah; Salas, Rachel
• Is Part Of: Reading psychology. Volume 41:Issue 8(2020)
• Page Start: 778
• Page End: 802
• Publication Date: 2020-11-16
• Subjects: Reading, Psychology of -- Periodicals; 418.4
• DOI: 10.1080/02702711.2020.1782291
• Languages: English
• ISSNs: 0270-2711

Abstract

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. 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.