Literaturnachweis - Detailanzeige
Autor/inn/en | Jozwik, Sara L.; Douglas, Karen H. |
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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 |
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 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). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |