This study investigates the impact of structured vocabulary review on vocabulary acquisition among middle-grade students (grades 6–8) using an experimental, parallel design. Twenty-four classrooms (310 students) were randomly assigned to review different sets of academic vocabulary. Students completed 20 weeks of the Word Generation curriculum, followed by a structured, three-day vocabulary review. Prior research indicates that vocabulary knowledge significantly influences reading comprehension, but single exposures to academic vocabulary typically do not lead to lasting retention. Structured vocabulary review provides repeated encounters with target words through reading, discussion, and interactive activities, supporting both receptive and productive vocabulary use. Generalized linear mixed models revealed that structured review increased the odds of correctly answering reviewed vocabulary items at posttest by 40%. A secondary analysis suggested a potential interaction between semantic diversity of words and treatment effects, though further exploration is required.
Lawrence et al. (Fri,) studied this question.