The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2012-10-16

AUTHORS

Johanna Cena, Doris Luft Baker, Edward J. Kame’enui, Scott K. Baker, Yonghan Park, Keith Smolkowski

ABSTRACT

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed. More... »

PAGES

1289-1316

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11145-012-9419-y

DOI

http://dx.doi.org/10.1007/s11145-012-9419-y

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1004596369


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