scholarly journals Examining Differential Effects of a Family Literacy Program on Language and Literacy Growth of English Language Learners With Varying Vocabularies

2014 ◽  
Vol 46 (3) ◽  
pp. 383-415 ◽  
Author(s):  
Lisa M. O’Brien ◽  
Jeanne R. Paratore ◽  
Christine M. Leighton ◽  
Christina M. Cassano ◽  
Barbara Krol-Sinclair ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Family Literacy ◽  
English Language ◽  
Literacy Program ◽  
Language And Literacy ◽  
Differential Effects ◽  
Family Literacy Program

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

Supporting vocabulary development in a culturally/linguistically diverse family

2021 ◽  
pp. 146879842199553
Author(s):  
Ann Anderson ◽  
Jim Anderson
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
Adult Child ◽  
Linguistically Diverse ◽  
Literacy Learning ◽  
Book Reading ◽  
Language And Literacy ◽  
Vulnerable Communities

Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child’s previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in “vulnerable” communities, as well as the role of fathers in young children’s language and literacy development.

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