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The Effects Of Direct Instruction Versus Integrated Instruction Of Vocabulary On English Language Learners
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Book Synopsis The Effects of Direct Instruction Versus Integrated Instruction of Vocabulary on English Language Learners by : Sarita O. French
Download or read book The Effects of Direct Instruction Versus Integrated Instruction of Vocabulary on English Language Learners written by Sarita O. French and published by . This book was released on 2007 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Vocabulary Instruction by : Edward J. Kame'enui
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Wonderful wordy written by Rebecca Cooper and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educating English Language Learners by : Fred Genesee
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Book Synopsis The Impact of Vocabulary Instruction on the Reading Comprehension of English Language Learners by : Cassandra Joy Sanders
Download or read book The Impact of Vocabulary Instruction on the Reading Comprehension of English Language Learners written by Cassandra Joy Sanders and published by . This book was released on 2015 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine the correlation between direct vocabulary instruction and a student's ability to comprehend what they are reading. Eighteen elementary students from grades three to five with limited English proficiency were studied. The students took three Foutntas and Pinnell Vocabulary Benchmark assessments to chart progress over a trimester of the school's calendar. The researcher applied numerous targeted vocabulary teaching strategies to the curriculum such as 1) Text Talk, 2) synonyms and antonyms, 3) word nuances, 4) homophones, homonyms, and homographs, 5) Prediction, Association, Verification, and Evaluation (PAVE), 6) CLOZE passages, 7) book introductions, 8) sight words, 9) idioms, 10) graphic organizers, and 11) summarizing. The author found that short intervals of vocabulary instruction improved reading comprehension scores of most ELL students and were easy to fit into the school day.
Book Synopsis A Comparison of Explicit and Implicit Vocabulary Instruction on the Acquisition of English Vocabulary and Reading Comprehension in English Language Learners in Grades Four Through Twelve by : Deana Turner Pittman
Download or read book A Comparison of Explicit and Implicit Vocabulary Instruction on the Acquisition of English Vocabulary and Reading Comprehension in English Language Learners in Grades Four Through Twelve written by Deana Turner Pittman and published by . This book was released on 2008 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: As a result of current legislation and the mainstreaming of many specialized student populations, teachers are, more than ever, in need of research-proven strategies to use in their classroom. With considerable goals such as those contained in the No Child Left Behind legislation, it is imperative that teachers are knowledgeable about a variety of strategies for use in their classrooms. The intended purpose of this study was to examine the effects of explicit vocabulary instruction on the performance of ELL students in grades four through twelve. Specifically, this study examined a group of ELL students' scores in vocabulary acquisition and reading comprehension with implicit vocabulary instruction and with explicit vocabulary instruction. Participants completed six units--three with implicit vocabulary instruction and three with explicit vocabulary instruction. The scores were analyzed using a dependent t-test on first, the total vocabulary gain (vocabulary acquisition), and second, on the total reading comprehension. Descriptive statistics were also used on students' classroom averages for each of the six units. The results of this study indicated that not only did explicit vocabulary instruction have a significantly positive effect on the vocabulary acquisition of ELL students, but they also indicated that explicit vocabulary instruction has a positive effect on the overall performance in the classroom. The results of the comparison of implicit and explicit instruction for reading comprehension indicated that there was no significant difference in the two methods. The results of this study have important implications for the classroom and make a strong case for explicit vocabulary instruction.
Book Synopsis The Effects of Direct Instruction on Vocabulary Development and Acquisition by : Julie Kilberger
Download or read book The Effects of Direct Instruction on Vocabulary Development and Acquisition written by Julie Kilberger and published by . This book was released on 2009 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study was conducted to determine the effects of direct instruction on vocabulary development and acquisition in a grade 2 classroom. Implementation of Steck-Vaughn Elements of Reading curriculum served as the focal point of the instruction. Seven new words per week were introduced. Data included pre and post test, weekly quizzes and anecdotal journal. Analysis of data revealed subject scores increased significantly from the pre to post test. According to observations made in the anecdotal journal, subject attitudes toward learning new words were positive. It was concluded that the curriculum created a vocabulary environment in which subjects were eager to learn. If time allows, continuation of the curriculum will be resumed due to the positive results.
Book Synopsis Classroom Instruction That Works with English Language Learners by : Jane Hill
Download or read book Classroom Instruction That Works with English Language Learners written by Jane Hill and published by ASCD. This book was released on 2013 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level.
Book Synopsis The Effect of Explicit Vocabulary Instruction on Reading Comprehension Among Elementary Aged English Language Learners by : Lynnellen Swosinski
Download or read book The Effect of Explicit Vocabulary Instruction on Reading Comprehension Among Elementary Aged English Language Learners written by Lynnellen Swosinski and published by . This book was released on 2015 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Adult Literacy Instruction by : National Research Council
Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Book Synopsis Effects of Traditional-teacher Instruction Versus Tactual and Kinesthetic on the Vocabulary Development and Attitudes of English- and Spanish-Language Learners by : Patricia Reynolds
Download or read book Effects of Traditional-teacher Instruction Versus Tactual and Kinesthetic on the Vocabulary Development and Attitudes of English- and Spanish-Language Learners written by Patricia Reynolds and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Science to English Language Learners by : Luciana C. de Oliveira
Download or read book Teaching Science to English Language Learners written by Luciana C. de Oliveira and published by Springer. This book was released on 2017-09-18 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection explores how science can be taught to English language learners (ELLs) in 21st century classrooms. The authors focus on the ways in which pre-service and in-service science teachers have developed—or may develop—instructional effectiveness for working with ELLs in the secondary classroom. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the secondary science classroom, approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms, best practices in teaching science to multilingual students, and ways to infuse the secondary science teacher preparation curriculum with ELL pedagogy. This book will appeal to an audience beyond secondary content area teachers and teacher educators to all teachers of ELLs, teacher educators and researchers of language acquisition more broadly.
Book Synopsis Developing Reading and Writing in Second-language Learners by : Diane August
Download or read book Developing Reading and Writing in Second-language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Book Synopsis The Knowledge Gap by : Natalie Wexler
Download or read book The Knowledge Gap written by Natalie Wexler and published by Penguin. This book was released on 2020-08-04 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Book Synopsis The Effects of Vocabulary Instruction on the Reading Comprehension Levels of English Language Learners by : Marcia Carver
Download or read book The Effects of Vocabulary Instruction on the Reading Comprehension Levels of English Language Learners written by Marcia Carver and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Practices by : D. L. Forrest-Pressley
Download or read book Instructional Practices written by D. L. Forrest-Pressley and published by Academic Press. This book was released on 2013-09-11 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition — as a mental function and the directing of this function — and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, form of print, and conventions of print or metacognitive constructs. Other papers analyze metacognition, instruction, the role of questioning activities, as well as the connection between metacognition and learning disabilities. One author evaluates a different perspective whether attention-related difficulties are a normal development in a young child or a disability in the older child. This author also explains meta-attention pertaining to task solving, selective attention to other stimuli, and visual search of the surrounding or for a target object. One research shows that methodologies designed to induce underachieving children to regulate their own academic behavior can improve their performance. The text can prove useful to child psychologists, behavioral scientists, and students and professors in child education.
Book Synopsis The Effects of a Small-group Direct Instruction Intervention on the Reading Achievement of English Language Learners by : Laurie Ottehenning
Download or read book The Effects of a Small-group Direct Instruction Intervention on the Reading Achievement of English Language Learners written by Laurie Ottehenning and published by . This book was released on 2015 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and post-tests. ELLs in grades 1-3 improved from pre- to post-test in the ECRI condition. In grades 1-3, both ELLs and non-ELLs in the ECRI condition significantly improved. ELLs in both conditions significantly improved in grades 4-6. In grades 4-6, there was a significant difference between ELLs and non-ELLs in the ECRI condition at pre-test but the difference was no longer significant at post-test. Implications and limitations of the findings are explored.
