Adolescent Learning of Academic Vocabulary in Iceland

Abstract

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.