Program Description

Word Generation is a set of Tier 1, research-based curricular resources designed for use across content areas in grades 4–8. It places heavy emphasis on 21st century learning goals, including academic language, argumentation, analytic reasoning, reading to find evidence, oral discussion, and writing. Each unit introduces approximately 5–10 high-utility academic “focus words” and begins with an engaging text that introduces multiple perspectives on a high-interest topic. While the units have moments of direct instruction, much of the learning comes from carefully scaffolded academic discussion and debates, providing students opportunities to draw on accumulated knowledge and apply new knowledge. Students read, discuss, debate, and write about each topic using the focus words.

Cost

The student materials and teacher resources for implementing Word Generation can be downloaded for free from the program’s website. Optional professional development can be purchased on request.

Intended Population

• Core
• ELL

Grade

• Elementary School
• Middle School

Intended Group Size

• Small group
• Classroom

ELL/DLL

• Partial

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The What Works Clearinghouse found Word Generation to have no discernable effects on English language proficiency and reading comprehension, indicating that this intervention may result in little to no change in target outcomes. An NeMTSS literature review found studies with statistically significant, but small effect sizes on vocabulary, academic language, reading comprehension, and English language proficiency.

Study Citations

Hwang J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314– 332. https://doi.org/10.1177/1367006914521698

Jones S. M., Kim, J., LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., Donovan, S., & Snow, C. E. (2019). Experimental effects of Word Generation on vocabulary, academic language, and perspective taking in high poverty middle schools. Journal of Research on Educational Effectiveness, 12(3), 448-483. https://doi.org/10.1080/19345747.2019.1615155

Kim, H. Y., Hsin, L. B., & Snow, C. E. (2018). Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1535574

Mokhtari, K., & Velten, J. (2015). Strengthening academic vocabulary with Word Generation helps sixth-grade students improve reading comprehension. Middle Grades Research Journal, 10(3), 23–42. Retrieved from https://eric.ed.gov/?id=EJ1144330.

What Works Clearinghouse (WWC) Report

• No discernible effects

Evidence Base (ESSA)

• Promising

Evidence-Based Practice (EBP)

• Evidence-based practice