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Adolescent Learning of Academic Vocabulary in Iceland

Adolescent Learning of Academic Vocabulary in Iceland

Title: Adolescent Learning of Academic Vocabulary in Iceland
Author: Ólafsdóttir, Sigríður
Laster, Barbara
Stefánsson, Kristján K.
Date: 2020-04-04
Language: English
University/Institute: Háskóli Íslands
University of Iceland
School: Menntavísindasvið (HÍ)
School of education (UI)
Series: Journal of Adolescent & Adult Literacy;
ISSN: 1081-3004
DOI: 10.1002/jaal.1055
Subject: Education; Teacher education; Professional development; Vocabulary; Content literacy; Instructional strategies; Teaching strategies; International/global/comparative literacy eduacion; Adolescence; Menntun; Kennaramenntun
URI: https://hdl.handle.net/20.500.11815/1720

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Sigríður Ólafsdóttir, Barbara Laster, & Kristján K. Stefánsson (2020). Adolescent Learning of Academic Vocabulary in Iceland. Journal of Adolescent and Adult Literacy. https://doi.org/10.1002/jaal.1055


The fields of vocabulary instruction, literacy professional development, and global language issues framed this research. Situated in Iceland, the intervention consisted of professional development for 10th‐grade teachers focused on academic words in various subject materials, increasing the learners’ proficiency in using explicit strategies to detect word meanings, and offering learners multimodal ways of working with the vocabulary. There were no significant differences between the participants in the experimental schools (n = 157) and in the control schools (n = 88). There were gains from pretest to posttest in vocabulary and in comprehension, and there were some promising trends that distinguished the experimental group from the control group on the reading comprehension test. The nature, intensity, and length of the professional development offered to the high school teachers and the relatively short time of measurement of student outcomes are suggested explanations of the results.


© 2020 International Literacy Association

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