Investigating the Effects of a Kindergarten Vocabulary Intervention on the Word Learning of English-language Learners PDF Download
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Author: Yvel Cornel Crevecoeur
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
Author: Yvel Cornel Crevecoeur
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
Author: David K. Dickinson
Publisher: Guilford Press
ISBN: 159385577X
Category : Language Arts & Disciplines
Languages : en
Pages : 490
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Book Description
Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
Author: Patricia F. Vadasy
Publisher: Guilford Press
ISBN: 1462502911
Category : Education
Languages : en
Pages : 210
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Book Description
Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework.
Author: Vanessa Solis
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 94
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Book Description
The research examined the effects of an evidence-based intervention in the study of phonological awareness and word study at the pre kindergarten and kindergarten level. The research was conducted in the form of a case study with the focus on one English Language Learner (ELL) student. Although intervention groups were held with non-ELL and ELL students alike, the focus was on one ELL student. The intervention group received six weeks of explicit and repeated instruction in phonological awareness and focused on word study development. There were two major findings from this study: the ELL focus student made gains in phonological awareness and when mixed with word study, made significant gains in his end -of -year reading test. The results indicate that small group phonological and word study interventions are crucial for the reading development of young ELLs.
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1317433920
Category : Education
Languages : en
Pages : 231
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Book Description
Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
Author: Mesa Miller
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 0
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Book Description
Objective: The use of multimodal intervention on vocabulary comprehension has been proven to be beneficial in language therapy. Several research investigations in the literature focused on vocabulary development of English Learners (EL) who were older or diagnosed with learning disabilities. A limited number of studies focus solely on EL students with Specific Language Impairment (SLI). Additionally, studies conducted with EL students with SLI focused on the use of Spanish and English during the intervention phase. In 2019, ASHA conducted a demographic profile to identify bilingual service providers. Of the 201, 961 individuals ASHA represented, which excluded NSSLHA members, 13,211 indicated they met the ASHA definition of a bilingual service provider. Investigating the effects of multimodal intervention on vocabulary comprehension can facilitate the improvement of evidence-based practices used by monolingual SLPs. This investigation set out to determine the effectiveness of multimodal language intervention on the comprehension of curriculum-based vocabulary in school-age English learners (K-2) with SLI. This study's secondary purpose aimed to establish an ecologically valid and reliable design that could be replicated on a larger scale in future research. Method: The investigation utilized a single subject case changing criterion research design in order to determine the effectiveness of multimodal vocabulary intervention on vocabulary comprehension. The multimodal intervention was used to present a set number of targeted vocabulary words to the participants. Participants completed a pretest and posttest to further support the effectiveness of the intervention. Vocabulary was presented verbally and visually. Participants attended three 30-minute therapy sessions per week, for a total of 15 sessions. Results: The results from this investigation indicated a positive relationship between the intervention and vocabulary comprehension. While the data analysis did not indicate a significant difference, the posttest scores and upward trend in the intervention phases of this investigation showed that multimodal intervention may be a viable therapeutic intervention tool to assist EL students with improving their vocabulary acquisition and comprehension skills. Therefore, the intervention may improve the populations academic performance. Further investigation is warranted to determine a significant difference.
Author: Susan Marie Loftus
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
This dissertation study examined the effectiveness of a Tier 2 vocabulary intervention, in addition to research-based Tier 1 vocabulary instruction, implemented with students at-risk for language and learning difficulties. Participants included 43 kindergarten students enrolled in an urban elementary school in the Northeast. All participants received research-based, Tier 1 instruction delivered in the classroom setting. Students with the 20 lowest scores (i.e., standard scores
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Book Description
Author: Natalia Kucirkova
Publisher: Taylor & Francis
ISBN: 1317659201
Category : Education
Languages : en
Pages : 418
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Book Description
The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction. The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy. Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century. Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world. Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments. All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.
