English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics

2020 ◽  
Author(s):  
Diane August ◽  
Paola Uccelli ◽  
Lauren Artzi ◽  
Christopher Barr ◽  
David J. Francis
Keyword(s):  
English Learners ◽  
Vocabulary Instruction ◽  
Academic Vocabulary ◽  
Word Characteristics

Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

2019 ◽  
Vol 55 (4) ◽  
pp. 230-237
Author(s):  
Melissa J. Cuba
Keyword(s):  
English Learners ◽  
Vocabulary Instruction ◽  
Learning Needs ◽  
Classroom Setting ◽  
Academic Vocabulary ◽  
Instructional Activity ◽  
Practitioner Training ◽  
Integrated Classroom ◽  
Research Based Practices ◽  
Explicit Vocabulary

Previous research examining frontloading academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to frontload academic terms using techniques that incorporate visuals and technology in an integrated classroom setting.

Effects of Multicomponent Academic Vocabulary Instruction for English Learners With Learning Difficulties

2017 ◽  
Vol 40 (4) ◽  
pp. 237-250 ◽  
Author(s):  
Sara L. Jozwik ◽  
Karen H. Douglas
Keyword(s):  
English Learners ◽  
Vocabulary Instruction ◽  
Learning Difficulties ◽  
Academic Vocabulary

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

scholarly journals Academic Vocabulary Instruction for CLD Children:Literature Review

2012 ◽  
Vol 21 (3) ◽  
pp. 259-282 ◽  
Author(s):  
김우리
Keyword(s):  
Vocabulary Instruction ◽  
Academic Vocabulary

Effective Academic Vocabulary Instruction in the Urban Middle School

2010 ◽  
Vol 64 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Joan G. Kelley ◽  
Nonie K. Lesaux ◽  
Michael J. Kieffer ◽  
S. Elisabeth Faller
Keyword(s):  
Middle School ◽  
Vocabulary Instruction ◽  
Academic Vocabulary ◽  
Urban Middle School

Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents

2014 ◽  
Vol 51 (6) ◽  
pp. 1159-1194 ◽  
Author(s):  
Nonie K. Lesaux ◽  
Michael J. Kieffer ◽  
Joan G. Kelley ◽  
Julie Russ Harris
Keyword(s):  
Vocabulary Instruction ◽  
Linguistically Diverse ◽  
Academic Vocabulary

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction

2017 ◽  
Vol 60 (11) ◽  
pp. 3237-3258 ◽  
Author(s):  
Howard Goldstein ◽  
Robyn A. Ziolkowski ◽  
Kathryn E. Bojczyk ◽  
Ana Marty ◽  
Naomi Schneider ◽  
...  
Keyword(s):  
Language Learning ◽  
Hierarchical Linear Modeling ◽  
Word Learning ◽  
Low Income ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Academic Vocabulary ◽  
High Poverty ◽  
High Poverty Schools ◽  
Linear Modeling

PurposeThis study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools.MethodEffects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6–9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups.ResultsCurriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test–Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary.ConclusionThis model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

scholarly journals Vocabulary in the New B.Ed. General English under Tribhuvan University

1970 ◽  
Vol 16 (1-2) ◽  
pp. 59-69
Author(s):  
Binod Luitel
Keyword(s):  
Vocabulary Instruction ◽  
Linguistic Analysis ◽  
Academic Vocabulary ◽  
Course Materials ◽  
Career Prospect ◽  
Policy Direction ◽  
New Generation ◽  
Lexical Content

This paper reports a study on the curricular policy direction regarding vocabulary instruction, and the characteristics of words focused in the course books of General English for B.Ed. under Tribhuvan University. The research aimed at linguistic analysis of items, their frequency in general use, their usefulness considering the students’ career prospect, and the nature of their occurrence in course materials. The focus offered to vocabulary component in the course is found reasonably high; frequent vocabulary items focused for learning in the books are more than infrequent ones; and about two-thirds of the focused words are useful while the remaining one-third are not so useful for students. Out of the two course books used for vocabulary teaching, ‘Academic Vocabulary in Use’ has offered much more appropriate lexical content than ‘New Generation English’. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6130 NELTA 2011; 16(1-2): 59-69

Vocabulary Instruction and Learning: A Commentary on Four Studies

2017 ◽  
Vol 6 (2) ◽  
pp. 40-45
Author(s):  
David Beglar ◽  
Keyword(s):  
Word Recognition ◽  
Vocabulary Instruction ◽  
Lexical Acquisition ◽  
Academic Vocabulary ◽  
Language Attrition ◽  
The Past ◽  
Unique Aspect ◽  
Instruction And Learning

Four papers were presented by Jenifer Larson-Hall, Noriko Matsuda, Yu Kanazawa, and Phil Bennett. As the discussant, it is my pleasure to comment on these four interesting studies concerning language attrition, the effect of a speaker’s voice on the speed of word recognition, affect and lexical acquisition, and the use of metaphor in teaching academic vocabulary. A unique aspect of these papers is their focus on areas in the fields that have received little attention in the past. This feature makes the studies quite valuable, as they illuminate aspects of lexical acquisition that are yet to be understood in any detail.

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