Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction

2015 ◽  
pp. 153-178 ◽  
Author(s):  
Emily Phillips Galloway ◽  
Nonie Lesaux
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Skill Development ◽  
Vocabulary Instruction ◽  
Academic Vocabulary ◽  
Comprehension Skill

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners

2016 ◽  
Vol 33 (1) ◽  
pp. 63-81
Author(s):  
Lauren E. Johnston ◽  
Sterett H. Mercer ◽  
Rhonda Geres-Smith
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Vocabulary Instruction ◽  
Instructional Procedures ◽  
Building Activities ◽  
Fluency Building ◽  
Individual Reading

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages used in fluency-building activities when definitions of key target words were taught, and two students demonstrated better comprehension of untaught passages following vocabulary instruction that included processing questions; however, all effects were of small magnitude. Reducing instructional time spent on fluency-building activities to incorporate the vocabulary activities did not attenuate intervention effects on reading fluency. Practical recommendations and future directions for incorporating vocabulary instruction in individual reading interventions are discussed.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners

2020 ◽  
Vol 37 (1) ◽  
pp. 82-100
Author(s):  
Sara L. Jozwik ◽  
Shaqwana Freeman-Green ◽  
Tara L. Kaczorowski ◽  
Karen H. Douglas
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
High School English

Toward modeling reading comprehension and reading fluency in English language learners

2010 ◽  
Vol 25 (1) ◽  
pp. 163-187 ◽  
Author(s):  
Zohreh Yaghoub Zadeh ◽  
Fataneh Farnia ◽  
Esther Geva
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language
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