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

Autor/inn/en	Jozwik, Sara L.; Douglas, Karen H.
Titel	Effects of Multicomponent Academic Vocabulary Instruction for English Learners with Learning Difficulties
Quelle	In: Learning Disability Quarterly, 40 (2017) 4, S.237-250 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717704967
Schlagwörter	English Language Learners; Learning Problems; Vocabulary Development; Intervention; Grade 5; Expressive Language; English for Academic Purposes; English (Second Language); Reading Skills; Word Recognition; Maintenance; Program Effectiveness; Student Satisfaction; Cooperative Learning; Oral Language; Mexican Americans; Special Education; Learning Disabilities; Word Lists; Instructional Materials; Tests; Oral Reading; Surveys; Likert Scales; Definitions; Pretests Posttests; Goal Orientation; Accuracy + Suchen Sie Ihr Suchwort? Lernproblem; Wortschatzarbeit; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Worterkennung; Kooperatives Lernen; Oral interpretation; Mündlicher Sprachgebrauch; Hispanoamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Wortliste; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Examination; Prüfung; Examen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Survey; Umfrage; Befragung; Likert-Skala; Begriffsbestimmung; Zielorientierung; Zielvorstellung
Abstract	We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific academic vocabulary words. After the academic vocabulary intervention, which incorporated English as a Second Language and self-regulation procedures, students improved their abilities to read and define words above baseline levels. Students' performance on follow-up measures at 1, 3, and 6 months revealed maintenance of positive effects. Evaluations of the intervention reflected high levels of student satisfaction. Implications for practice and further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01