Статті в журналах: "Explicit vocabulary instruction"

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Tahir, Mohd Haniff Mohd, Dianna Suzieanna Mohamad Shah, Mohamad Syafiq Ya Shak, Intan Safinas Mohd Ariff Albakri, and Airil Haimi Mohd Adnan. "Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1227–47. http://dx.doi.org/10.24815/siele.v8i3.19539.

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Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

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Moncayo Herrera, Enrique. "Improving reading comprehension and vocabulary through explicit vocabulary instructions." Research, Society and Development 11, no. 15 (November 22, 2022): e436111537206. http://dx.doi.org/10.33448/rsd-v11i15.37206.

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Reading and vocabulary are widely regarded as essential to enhance reading comprehension in a second language. Therefore this study focuses on inserting English vocabulary into students to aid a number of EFL learners to improve their reading comprehension in a remote setting district public school located in Ecuador, where the lack of technological tools presents them. This study tries to explain the advantages of using explicit vocabulary guidelines in reading activities to improve reading comprehension in this group of young learners. The thirty-eight children were separated into two groups of nineteen students; each had six reading lessons. After the class, they completed in a reading comprehension quiz. The findings demonstrate that students had improved their reading comprehension after applying the explicit vocabulary instruction method on them, which mean is (M=7.17). Traditional methods, such as implicit vocabulary instruction, show lower reading comprehension in learners; the mean was ( M= 6.89). Other findings in this study demonstrate that girls had a better positive impact on their reading than boys. (31.6 %) girls were better in score in comparison with boys, who rose to (18.4%). Moreover, all the students recognized that in 5 months, they had learnt more English vocabulary words than in two years of classes out of campus. Thus their reading comprehension improved on them.

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Gonzales, Marisa, and Robert Griffin. "Building Comprehension Through Explicit and Organic Vocabulary Instruction for English Learners." Georgia Journal of Literacy 41, no. 1 (April 16, 2018): 13–20. http://dx.doi.org/10.56887/galiteracy.6.

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This article closely examines the relationship between vocabulary acquisition and reading comprehension, specifically for English learners. The authors first set out to identify the relationship between vocabulary knowledge and comprehension. Research-based instructional strategies are then described with discussion centering on how these strategies specifically benefit English learners. Central to the thesis is that a reader must be able to decode words and assign meaning to those words with little to no effort to fully engage in and comprehend any type of text. Due to the language barrier, some English learners have a particularly difficult time decoding and assigning meaning to words. The research presented here supports the integration of reading strategies that can be used to build English learners’ reading comprehension, both explicit vocabulary instruction combined with organic, student-centered language learning. Some of the strategies discussed include daily interactive read aloud, audio recordings of students reading, whole group shared reading experiences, and direct and explicit vocabulary instruction.

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Wall, Amanda. "Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes." Georgia Journal of Literacy 37, no. 2 (October 30, 2014): 6–12. http://dx.doi.org/10.56887/galiteracy.57.

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Vocabulary knowledge predicts students' comprehension of text. Both research and the Common Core State Standards advocate explicit vocabulary instruction with attention to morphemes, or units of meaning within words. Many English words, especially more complex words that are part of a student's academic vocabulary or content-specific vocabulary, derive from Latin or Greek. For this reason, an explicit approach to vocabulary instruction based on Latin and Greek morphemes can support students' vocabulary knowledge. Several guidelines and strategies are described.

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Duncan, Molly K., and Amy R. Lederberg. "Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms." Journal of Speech, Language, and Hearing Research 61, no. 12 (December 10, 2018): 2977–95. http://dx.doi.org/10.1044/2018_jslhr-l-17-0475.

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PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

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Antia, Shirin D., Jennifer A. Catalano, M. Christina Rivera, and Catherine Creamer. "Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning." Journal of Deaf Studies and Deaf Education 26, no. 3 (May 12, 2021): 381–94. http://dx.doi.org/10.1093/deafed/enab002.

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Abstract Two single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children’s vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and explicit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2 examined the effects of the explicit+in-context intervention on five DHH children’s word and definition learning and use of new words in spontaneous communication. A multiple baseline study across participants showed that all children learned the targeted vocabulary, improved expression of definitions, and used target words in spontaneous language. We discuss the value of explicit and in-context instruction on breadth and depth of vocabulary learning.

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Cravalho, Danielle A., Zaira Jimenez, Aya Shhub, and Michael Solis. "How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder." Beyond Behavior 29, no. 1 (March 5, 2020): 31–41. http://dx.doi.org/10.1177/1074295620907110.

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This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.

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Mutia, Anisa, Rosnani Sahardin, and Geunta Mardika Putra. "The impact of vocabulary instruction on vocabulary achievement." English Education Journal 13, no. 4 (January 8, 2023): 464–77. http://dx.doi.org/10.24815/eej.v13i4.30005.

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Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.

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Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.

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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.

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Solati-Dehkordi, Seyed Amir, and Hadi Salehi. "Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners." International Education Studies 9, no. 4 (March 30, 2016): 141. http://dx.doi.org/10.5539/ies.v9n4p141.

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<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>

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Eliza Sarabia Ong and Portia P. Padilla. "Explicit Contextual and Morphemic Analysis Instruction, Vocabulary, and Reading Comprehension Among Grade Four Students." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 75–104. http://dx.doi.org/10.56498/222020102.

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The schema theory, cognitive load theory, interactive model of reading, and lexical quality hypothesis recognizes the primacy of vocabulary in reading comprehension. Substantial empirical research affirms this relationship. Despite these, vocabulary teaching in the classroom remains sparse. The present study sought to find out if explicit instruction in contextual and morphemic analysis would improve vocabulary and reading comprehension. It also examined which aspects of vocabulary and reading comprehension would improve the most. This study used a quasi-experimental, pretest-posttest within-subjects design. Participants were 38 students from two comparable Grade 4 classes. Explicit instruction in contextual and morphemic analysis was given through twelve expert-validated lesson plans that were implemented across 18 weeks. The tools used were the expert-validated and field-tested Researcher-Constructed Vocabulary Test and Researcher-Constructed Reading Comprehension Test. Dependent-samples t-test results revealed a significant increase in the students’ vocabulary and reading comprehension scores. These results are generally consistent with most theoretical and empirical literature. In terms of vocabulary, contextual analysis-wise, the biggest gain was in example clues, while morphemic analysis-wise, the largest increase was in the over/under word part family. In terms of reading comprehension, the biggest increase was in the integrative level. Overall, the findings suggest that explicit instruction in contextual and morphemic analysis is an effective method of teaching vocabulary strategies which impacts not only vocabulary but also reading comprehension. This has implications for instruction, curriculum planning, pre-service and in-service teacher training, and research.

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Kennedy, Michael J., John Elwood Romig, Victoria J. VanUitert, and Wendy J. Rodgers. "Impact of the InferCabulary App on Vocabulary Knowledge of Fifth-Grade Students With Disabilities." Journal of Special Education Technology 35, no. 4 (June 20, 2019): 204–24. http://dx.doi.org/10.1177/0162643419858077.

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There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade students with and without disabilities. A key practice that can take many forms while maintaining its core characteristics is explicit instruction. Therefore, researchers paired the functionality of the app with explicit instruction to evaluate its impact on student learning. Based on a counterbalanced design across 6 alternating weeks accessing the app or teacher-led business-as-usual instruction, students scored higher on weeks when they used the app plus explicit instruction to learn new terms. Implications for future research are included.

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Knight, Victoria F., Carey E. Creech-Galloway, Jennifer M. Karl, and Belva C. Collins. "Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability." Focus on Autism and Other Developmental Disabilities 33, no. 4 (April 6, 2017): 227–36. http://dx.doi.org/10.1177/1088357617696273.

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Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful.

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Lee, Siok H. "ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction." System 31, no. 4 (December 2003): 537–61. http://dx.doi.org/10.1016/j.system.2003.02.004.

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Puhalla, Eve M. "Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster Instruction." Remedial and Special Education 32, no. 6 (March 16, 2010): 471–81. http://dx.doi.org/10.1177/0741932510362495.

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This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66 students participated in the study, 44 identified as at risk and 22 as average-achieving peers. Students identified as at risk were randomly assigned to either a booster group, where they received explicit instruction of selected storybook vocabulary, or a no booster group, where they received vocabulary instruction in the context of read alouds through an experimental Read Aloud curriculum. A repeated measures design was employed to compare the effects of the intervention. Results indicate that students in the booster group significantly outperformed the students in the no booster and average-achieving peers groups on storybook vocabulary measures.

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Sun, Chia-Ho. "The value of picture-book reading-based collaborative output activities for vocabulary retention." Language Teaching Research 21, no. 1 (August 1, 2016): 96–117. http://dx.doi.org/10.1177/1362168816655364.

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This study investigated the effects of three instructional modes: picture-book reading-only (PRO), picture-book reading plus vocabulary instruction (PRVI), and picture-book reading plus reading-based collaborative output activity (PRCOA) on young adult EFL (English as a foreign language) learners’ vocabulary acquisition and retention. Eighty Taiwanese university students with low to intermediate level English proficiency from three English reading classes participated in each of the three modes once during three weekly 100-minute sessions. Vocabulary knowledge was tested through two post-tests using a modified Vocabulary Knowledge Scale: immediately after each instructional mode to measure students’ vocabulary acquisition, and one month later to measure their word retention. The results showed that the PRVI mode was the most helpful for immediate word learning. However, the PRCOA mode was the most effective for word retention, and most conducive to bettering students’ productive knowledge in both acquisition and retention. This study suggests that explicit learning from vocabulary instruction that directs students’ attention to the words to be learned did not guarantee greater vocabulary gains than incidental learning where new words can be learned as by-products of classroom collaborative output activities. Without trying to memorize words, students learned vocabulary through mental investment in group discussions and generative activities, leading to their mastery of productive word knowledge.

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Bruce Taylor, D., Maryann Mraz, William D. Nichols, Robert J. Rickelman, and Karen D. Wood. "Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers." Reading & Writing Quarterly 25, no. 2-3 (March 25, 2009): 205–20. http://dx.doi.org/10.1080/10573560802683663.

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Nisbet, Deanna L., and Evie R. Tindall. "A Framework for Explicit Vocabulary Instruction with English Language Learners." Kappa Delta Pi Record 51, no. 2 (April 3, 2015): 75–80. http://dx.doi.org/10.1080/00228958.2015.1023141.

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Bowne, Jocelyn Bonnes, Hirokazu Yoshikawa, and Catherine E. Snow. "Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten." Reading Research Quarterly 52, no. 1 (June 9, 2016): 7–29. http://dx.doi.org/10.1002/rrq.151.

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Avezova, G. "How to teach vocabulary to adults." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 185–86. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp185-186.

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Vocabulary knowledge is critical to reading comprehension, it is important that those working with young readers help foster their development of a large word bank‖ and effective vocabulary learning strategies. There are several effective explicit (intentional, planned instruction) and implicit (spontaneous instruction as a child comes to new words in a text) strategies that adults can employ with readers of any age. One of the most effective methods of helping children learn new vocabulary words is to teach unfamiliar words used in a text prior to the reading experience.

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Cuba, Melissa J. "Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting." Intervention in School and Clinic 55, no. 4 (June 22, 2019): 230–37. http://dx.doi.org/10.1177/1053451219855736.

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Previous research examining frontloading academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to frontload academic terms using techniques that incorporate visuals and technology in an integrated classroom setting.

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Masuku, Hanisa, Erwin Akib, and Ariana. "ENHANCING THE STUDENTS' WORD LEARNING WITH EXPLICIT INSTRUCTION OF SPECIFIC WORDS AT SMPN 3 PATTALLASSANG." English Language Teaching Methodology 2, no. 1 (April 30, 2022): 11–17. http://dx.doi.org/10.56983/eltm.v2i1.59.

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The objective of this research was to find out how explicit instruction increased students' knowledge of certain words and to know out whether there was a significant increase in knowledge of words taught with explicit instructions at SMPN 3 Pattallassang.This research used the Pre-experimental Design as a research design that involves two types of instruments in data collection, namely pretest and posttest. The subject of this research was eighth grade students at SMPN 3 Pattallassang which consist of one class. The object of this research was the eighth grade students. The data was analyzed by significant differences on students' knowledge of specific words before after being taught with explicit instruction.The findings of this study concluded that the used of explicit instruction improved the vocabulary mastery of eighth grade students of SMPN 3 Pattallassang. This was evidenced by the average score of the test, vocabulary in terms of verbs in the pre-test was 54.56 and post-test was 80.32, and the improvement from pre-test to post-test was 47%, the average score of the test in terms of words objects in the pre-test was 52.08 and the post-test was 75.47, and the improvement from pre-test to post-test was 42%, the mean test score in terms of adjectives in pre-test was 56.08 and post-test was 82.64, and the improvement from pre-test to post-test was 48%, the average score students' vocabulary in the pre-test was 54.48 and after the post-test was 79.47 and the improvement from pre-test to post-test was 46%.

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McKenna, John William, Justin D. Garwood, and Robai Werunga. "Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension." Beyond Behavior 29, no. 1 (January 27, 2020): 18–30. http://dx.doi.org/10.1177/1074295619900379.

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Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.

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Matwangsaeng, Rangsawoot, and Apisak Sukying. "The Effects of Morphological Awareness on L2 Vocabulary Knowledge of Thai EFL Young Learners." World Journal of English Language 13, no. 2 (January 13, 2023): 51. http://dx.doi.org/10.5430/wjel.v13n2p51.

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Morphological awareness (MA) is the ability to recognize words, identify the association between lexically attached parts of a word and create new lexical forms. Morphological instruction mediates the acquisition of new words and is, therefore, crucial for developing morphological awareness and vocabulary knowledge. Currently, the receptive-productive continuum of MA remains unclear, especially in an EFL context. This quasi-experimental study investigates how MA instruction affects the acquisition of morphologically complicated words and its impact on vocabulary knowledge among young Thai EFL learners. Six receptive and productive MA measures and four vocabulary knowledge measures were administered to 221 EFL young learners. While participants in the control group did not get this instruction, participants in the experimental group received explicit teaching on morphological awareness. A repeated measures ANOVA (with scores on several aspects of affixes as the dependent variable) with experimental and control cohorts and a repeated measure (time point) was conducted to probe Thai young EFL learners’ morphological awareness and vocabulary knowledge. The findings demonstrated an encouraging effect of MA teaching in English language classrooms. Specifically, the participants in the experimental group showed improved performance in both receptive and productive MA. This suggests that the explicit instruction of morphologies may benefit English learners in understanding words and ease vocabulary acquisition. Other implications of these findings are debated, considering current pedagogical practice and theory.

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Smolen, Elaine R., Ye Wang, Maria C. Hartman, and Young-Sun Lee. "Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 979–92. http://dx.doi.org/10.1044/2020_jslhr-20-00420.

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Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.

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Soleimani, Hassan, and Maryam Molla Esmaeili. "Explicit Instruction of Context-embedded Hyperlinked Thematic Words and Vocabulary Recall." Procedia - Social and Behavioral Sciences 98 (May 2014): 1794–801. http://dx.doi.org/10.1016/j.sbspro.2014.03.608.

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Gatcho, Al Ryanne Gabonada, and Bonjovi Hassan Hajan. "Augmenting Senior Secondary ESL Learners’ Reading Skills Through Explicit Instruction of Metacognitive Strategies." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 19, 2022): 1–24. http://dx.doi.org/10.30762/jeels.v6i1.83.

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Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.

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Gatcho, Al Ryanne Gabonada, and Bonjovi Hassan Hajan. "AUGMENTING SENIOR SECONDARY ESL LEARNERS’ READING SKILLS THROUGH EXPLICIT INSTRUCTION OF METACOGNITIVE STRATEGIES." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 21, 2019): 1–24. http://dx.doi.org/10.30762/jeels.v6i1.1202.

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Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.

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Subon, Frankie, and Norseha Unin. "The Efficacies of an Explicit Vocabulary Instruction Model on ESL Learners’ Vocabulary Size and Writing Skills." Journal of Language and Education, no. 1 (March 31, 2021): 205–20. http://dx.doi.org/10.17323/jle.2021.10209.

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Vocabulary size is believed to have positive correlations with learners’ language skills, reading comprehension, knowledge acquisition, and academic achievement. In Malaysia, the lack of vocabulary has been identified as one of the causes for students’ inability to acquire a second language. This quasi-experimental study examined the efficacies of employing the Contextualized Word Family (CWF) Model for direct vocabulary instruction (DVI) on vocabulary size and writing skills among secondary school students based on three proficiency levels. Through a purposive sampling method, 143 Grade 8 students were classified into three proficiency groups and were administered a similar treatment of contextualized word families. The Productive Vocabulary Level Test (PVLT) was used to measure the participants’ vocabulary size and guided essay writing tests were employed to obtain their test scores in the pre-test and post-test. The findings revealed the positive effects of using the CWF Model for enhancing students’ vocabulary size and writing ability. After a ten-week intervention, the majority of the students from low, intermediate, and high proficiency groups were able to increase their vocabulary size from below 1000 words to 1000-2000 words. There was also an increase in the number of students who were able to reach the 2000-word level of vocabulary size for all three groups. The findings from this study ascertained the positive effects of using the CWF Model to boost not only the vocabulary size, but also the writing skills of the high and intermediate proficiency students. On the writing tests, the high proficiency students showed a significant increase while the intermediate proficiency students experienced a slight increase in their writing test scores, but it was insignificant. Surprisingly, the low proficiency students experienced a significant decrease in their writing test scores after the treatment despite experiencing an increase in their vocabulary size. Future studies are recommended to utilize a true experimental design with a longer treatment period especially for examining the efficacies of the model on students’ writing skills.

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Fishley, Katelyn M., Moira Konrad, and Terri Hessler. "GO FASTER: Building Morpheme Fluency." Intervention in School and Clinic 53, no. 2 (February 1, 2017): 94–98. http://dx.doi.org/10.1177/1053451217693369.

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Vocabulary knowledge is an important foundation skill for reading across all subject areas. Because students with disabilities lag behind their peers in reading skills, there is a need for efficient and effective vocabulary interventions. Focusing on morpheme knowledge is one efficient approach to building vocabulary. This article describes an intervention package that combines several evidence-based techniques, including explicit instruction, fluency drills, self-graphing, and peer mediation, to increase morpheme knowledge.

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Khamesipour, Marzieh. "The Effects of Explicit and Implicit Instruction of Vocabulary through Reading on EFL Learners' Vocabulary Development." Theory and Practice in Language Studies 5, no. 8 (August 11, 2015): 1620. http://dx.doi.org/10.17507/tpls.0508.11.

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Lowman, J. Joneen, and Emily V. Dressler. "Effects of Explicit Vocabulary Videos Delivered Through iPods on Students With Language Impairments." Journal of Special Education Technology 31, no. 4 (November 6, 2016): 195–206. http://dx.doi.org/10.1177/0162643416673914.

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Poor word learning is a hallmark characteristic of students with specific language impairment (SLI). Explicit vocabulary instruction has shown to positively improve word learning in this population. Mobile technology has many advantages making it conducive for addressing the word learning needs of students with SLI. The current study utilized a within-subjects design to investigate the effects of reading paired with explicit instruction delivered through videos viewed on an iPod to reading alone (i.e., traditional) on the novel word learning of fifth- and sixth-grade students with SLI. The order of exposure to the two conditions was counterbalanced across students. The video condition consisted of the students watching a 15-min video twice in 1 week that taught three words critical to comprehending fictional text. A new video was watched each week for 4 weeks. No explicit instruction was provided under the traditional condition. Results show that students learned more words at the expressive and receptive levels under the video condition than under the traditional condition regardless of order of conditions. Specifically, students learned approximately two novel words after viewing vocabulary videos for 30 min in a single week compared to no words under the traditional condition on four of the five measures.

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Gallagher, Melissa A., Ana Taboada Barber, Jori S. Beck, and Michelle M. Buehl. "Academic Vocabulary: Explicit and Incidental Instruction for Students of Diverse Language Backgrounds." Reading & Writing Quarterly 35, no. 2 (January 14, 2019): 84–102. http://dx.doi.org/10.1080/10573569.2018.1510796.

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Kelley, Elizabeth Spencer, R. Michael Barker, Lindsey Peters-Sanders, Keri Madsen, Yagmur Seven, Xigrid Soto, Wendy Olsen, Katharine Hull, and Howard Goldstein. "Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results From a Cluster-Randomized Trial." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4000–4017. http://dx.doi.org/10.1044/2020_jslhr-20-00316.

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Purpose Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends , designed to improve vocabulary knowledge of at-risk preschool children. Method Twenty-four early-childhood classrooms were enrolled in a cluster-randomized design to evaluate the effects of a revised Story Friends curriculum. In each classroom, three to four preschoolers were identified as having poor language abilities, for a total of 84 participants. In treatment classrooms, explicit vocabulary instruction was embedded in prerecorded storybooks and opportunities for review and practice of target vocabulary were integrated into classroom and home practice activities. In comparison classrooms, prerecorded storybooks included target vocabulary, but without explicit instruction, and classroom and home strategies focused on general language enrichment strategies without specifying vocabulary targets to teach. Intervention activities took place over 13 weeks, and 36 challenging, academically relevant vocabulary words were targeted. Results Children in the treatment classrooms learned significantly more words than children in the comparison classrooms, who learned few target words based on exposure. Large effect sizes (mean d = 1.83) were evident as the treatment group averaged 42% vocabulary knowledge versus 11% in the comparison group, despite a gradual decline in vocabulary learning by the treatment group over the school year. Conclusions Findings indicate that a carefully designed vocabulary intervention can produce substantial gains in children's vocabulary knowledge. The Story Friends program is feasible for delivery in early childhood classrooms and effective in teaching challenging vocabulary to high-risk preschoolers. Supplemental Material https://doi.org/10.23641/asha.13158185

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Abdel Salam El-Dakhs, Dina, Tanecia Tasneem Prue, and Attia Ijaz. "The Effect of the Explicit Instruction of Formulaic Sequences in Pre-Writing Vocabulary Activities on Foreign Language Writing." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 21. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.21.

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The present study investigates the effect of the explicit instruction of formulaic sequences in pre-writing vocabulary activities on foreign language writing. To this end, a total of 81 Saudi pre-intermediate learners of English as a foreign language participated in a 10-week study of a pretest/posttest design. In every 2-hour session of a total of 10 sessions, the participants were required to read a news story and then re-write it individually without looking back at the original story. During the treatment period, the participants received different pre-writing vocabulary practice. One group, consisting of 44 students, practiced individual words in the news stories while the remaining 37 students studied formulaic sequences in the new stories before re-writing the stories in their own language. Analyzing the students’ writing showed that the explicit instruction of formulaic sequences led to an increased use of the sequences in students’ writing. The results also partially supported a positive influence for the explicit instruction of formulaic sequences on the learners’ lexical choices and overall writing quality. The practice provided on formulaic sequences in the study did not, however, result in any significant improvement in the learners’ use of formulaic sequences in autonomous story re-writing. Relevant pedagogical implications are proposed.

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Takinami, Wakako. "An Exploratory Study: How Vocabulary Instruction Influences Writing Fluency." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 482. http://dx.doi.org/10.37546/jaltpcp2019-55.

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In this research I investigated how vocabulary presentation in explicit vocabulary instruction influenced EFL students’ writing fluency and controlled productive ability. Vocabulary instruction, 10-minute freewriting, and vocabulary pre- and post-tests were given to Japanese university students. ANOVA and Pearson’s product-moment correlation coefficient were used to analyze test scores as well as the number of words, including the number of target words in the students’ compositions. I found students wrote more fluently when target words were presented in sentences than when presented alone. I also found explicit vocabulary instruction helped students improve their controlled productive ability no matter whether the vocabulary was presented as words alone, in collocations, or in sentences. This paper concludes with suggestions concerning vocabulary instruction and possible future studies. 本研究では、明示的な語彙指導における語彙の提示方法がEFL学習者のライティングの流暢さとcontrolled productive ability（統制的発表語彙力）に与える影響について調査を行った。日本人大学生を対象に、授業で明示的な語彙指導、１０分間のフリーライティング、単語テストを行い、作文中の総語数、異なり語数、ターゲット語彙、そして単語テストの点数を分析した。その結果、語彙指導を行う際、単語のみを教えたときよりも例文を用いターゲット語彙を教えたときのほうが学習者の英語ライティングの流暢さが向上することが明らかになった。また、どのようにターゲット語彙を提示しても、明示的に指導をすることで学習者のcontrolled productive abilityは増えることも分かった。本研究の研究結果に基づき、語彙指導、そして次の研究テーマに関する示唆が提示されている。

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Yeung, Susanna Siu-sze, Mei-lee Ng, Shen Qiao, and Art Tsang. "Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness." Reading and Writing 33, no. 3 (September 18, 2019): 671–89. http://dx.doi.org/10.1007/s11145-019-09982-3.

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Seven, Yagmur, Katharine Hull, Keri Madsen, John Ferron, Lindsey Peters-Sanders, Xigrid Soto, Elizabeth S. Kelley, and Howard Goldstein. "Classwide Extensions of Vocabulary Intervention Improve Learning of Academic Vocabulary by Preschoolers." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 173–89. http://dx.doi.org/10.1044/2019_jslhr-19-00052.

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Purpose Many preschoolers, especially those from low-income households, would benefit from instruction to enrich their vocabulary and language repertoires. Yet, explicit instruction of vocabulary and language skills generally occurs infrequently in early childhood education settings. This study investigated the additive effects of teacher-led, classwide review strategies to a previously studied small-group intervention on children's learning of academic vocabulary. Method Participants included 23 children with limited oral language skills at risk for reading difficulties enrolled in single-case experimental designs. Effects of the classroom strategies alone also were examined in 10 children with above-average language abilities from 2 classrooms. Results Visual analyses of the adapted alternating treatments designs showed consistent learning improvements when vocabulary instruction was extended into the classroom for 12 children, ceiling effects were evident for 3 participants regardless of condition, and inconsistent or minimal effects were demonstrated by 8 participants. Multilevel modeling used to evaluate the effects statistically revealed strong treatment effects. In addition, the 10 children with above-average language showed impressive learning of vocabulary words from books subject to teacher review strategies in comparison to words from books to which they were not exposed. Teachers varied in the extent to which they implemented review strategies in their classrooms. Nevertheless, their responses to social validity assessments were positive, supporting the feasibility of this intervention. Conclusions The addition of classwide review and practice opportunities is an effective means of enhancing the effects of an easy-to-implement small-group intervention that teaches challenging vocabulary words within prerecorded stories. This approach holds promise as a way to shrink the pervasive word gap that typically exists when children in high-poverty communities enter school.

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Wei, Liping. "Teaching Academic Vocabulary to English Language Learners (ELLs)." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1507–14. http://dx.doi.org/10.17507/tpls.1112.01.

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Confronted with dual learning tasks—learning English as a 2nd language and grade-level content, English Language Learners (ELLs) in K-12 are often found struggling to become fluent in English and falling behind in academic studies. It is commonly recognized that academic vocabulary is strongly related to academic achievement. Academic vocabulary is of critical importance in content learning and key to classroom interactions as students are engaged in learning activities using academic language. This article will zero in on the challenges students encounter in learning academic vocabulary. It will start with the importance of teaching ELLs academic vocabulary, followed by a classification of academic vocabulary, and an elaboration of the characteristics of academic language. Teacher candidates will explore why sheltered instruction is indispensable for the learning of vocabulary and how the two main sources of word learning—incidental learning and explicit instruction, facilitates vocabulary development. The focus will be placed on the specific strategies to help students develop a rich academic vocabulary inventory. It is hoped that teacher candidates will walk away with some guiding principles on teaching academic vocabulary and find these principles helpful in their classrooms with ELLs.

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Safataj, Maryam, and Mohammad Amiryousefi. "Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2092. http://dx.doi.org/10.17507/tpls.0611.05.

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Vocabulary learning is indispensable in the process of second language (L2) learning and plays a pivotal role in this regard. At the heart of this issue is the homonymous conflict, which is more problematic and very difficult to deal with. Therefore, the current study was undertaken to cast a little bit of light on homonyms instruction in the area of learners’ L2 vocabulary development and retention. In this vein, four intact classes of Iran Language Institute (ILI) comprised of 46 young female EFL learners aged from 9-10 years old enrolled in the present study whose English proficiency level was elementary. Signing the Assent form, the participants were given a proficiency test for homogenizing. They were divided into two groups of experimental and control. The former group favored the explicit, simultaneous and concurrent homonymous set of words instruction; however, the latter one encountered the accidental and incidental homonyms instruction through various texts. The results obtained from vocabulary achievement test indicated that in the vocabulary development phase, both methods appeared to be significantly effective in the short run, but the participants in the experimental group revealed a better performance. Moreover, after administrating the delayed post-test, the analysis elicited that homonyms instruction significantly hindered the vocabulary recovery and retention of the learners just in the Experimental group three weeks later. Hence, the outcome of this piece of study provided various remarkable implications for teachers to reinforce learners’ vocabulary repertoire through context, and led to give some insights into homonyms instruction via metalinguistic awareness.

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Chou, I.-Chia. "Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 17. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.17.

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Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.

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Clipperton, Robert. "Best Paper by a Graduate Student Award: Explicit Vocabulary Instruction in French Immersion." Canadian Modern Language Review 50, no. 4 (June 1994): 736–49. http://dx.doi.org/10.3138/cmlr.50.4.736.

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Butler, Yuko Goto. "Teaching vocabulary to young second- or foreign-language learners." Language Teaching for Young Learners 1, no. 1 (March 22, 2019): 4–33. http://dx.doi.org/10.1075/ltyl.00003.but.

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Abstract While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development, and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions, with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the specific needs of their young L2/FL students.

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Fumero, Keisey, and Sana Tibi. "The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 572–88. http://dx.doi.org/10.1044/2020_lshss-20-00027.

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Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

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Dixon, Chris, Jenny Thomson, and Silke Fricke. "Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school." Child Language Teaching and Therapy 36, no. 2 (May 20, 2020): 91–108. http://dx.doi.org/10.1177/0265659020925875.

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Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.

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Schouten-van Parreren, Carolien. "Woordenschatonderwijs en Leren Leren." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 11–23. http://dx.doi.org/10.1075/ttwia.53.02par.

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Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies? With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.

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Coenen, Marja. "Woordvormingsonderwijs en de Uitbreiding Van de Passieve Nederlandse Woordenschat Van Allochtone Leerlingen." Lexicon en taalverwerving 34 (January 1, 1989): 81–87. http://dx.doi.org/10.1075/ttwia.34.11coe.

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Many ethnic minority children have enormous gaps in their Dutch vocabulary. In the research described in this article it has been examined whether these children can learn new words more effectively after instruction about Dutch lexical morphology. It was expected that pupils with knowledge about the structure of words would be able to better analyze parts of the structure of unknown words. However, lexical-morphological rules contain many restrictions and irregularities, which is one of the reasons why many of these rules are acquired rather late in the language acquisition process. It was thought that explicit instruction about simple lexical morphological rules might bring about an improved awareness of structures of words. A test-retest experiment was set up in order to find empirical proof for this assumption. First a pre-test was given, in which Dutch children as well as ethnic minority children (age 12) participated. In this test the passive knowledge of nine affixes was measured. Instruction about lexical morphology was given one week afterwards. The effect of this instruction was examined in a post-test. After analyzing the results the most important hypothesis was proved: the pupils showed significant progress on the post-test. The ethnic minority children even made more progress than the Dutch children. Children appararently can become aware of structures of words through explicit instruction. The knowledge gained this way enables them to analyze new words more effectively and helps them to enlarge their passive vocabulary.

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Pujadas, Geòrgia, and Carmen Muñoz. "EXAMINING ADOLESCENT EFL LEARNERS’ TV VIEWING COMPREHENSION THROUGH CAPTIONS AND SUBTITLES." Studies in Second Language Acquisition 42, no. 3 (April 6, 2020): 551–75. http://dx.doi.org/10.1017/s0272263120000042.

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AbstractThis study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, two classes with captions, and two with subtitles. One class in each language condition received explicit instruction on target vocabulary. Comprehension was assessed through multiple-choice and true-false items, which included a combination of textually explicit and inferential items. Results showed a significant advantage of subtitles over captions for content comprehension, and prior vocabulary knowledge emerged as a significant predictor—particularly in the captions condition. Comprehension scores were also mediated by test-related factors, with true-false items receiving overall more correct responses while textually explicit and inferential items scores differed according to language of the on-screen text. Lexical coverage also emerged as a significant predictor of comprehension.

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Hadley, Pamela A., Alice Simmerman, Michele Long, and Michael Luna. "Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention." Language, Speech, and Hearing Services in Schools 31, no. 3 (July 2000): 280–95. http://dx.doi.org/10.1044/0161-1461.3103.280.

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Purpose:This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.Method:Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language pathologist taught in each experimental classroom 2½ days per week. The speech-language pathologist and the regular education teachers engaged in joint curriculum planning on a weekly basis. Vocabulary and phonological awareness instruction was embedded into ongoing curricular activities. Additionally, explicit instruction in phonological awareness was planned for a 25-minute small-group activity center weekly.Results:Following the 6-month intervention, superior gains were noted in receptive vocabulary, expressive vocabulary, beginning sound awareness, and letter-sound associations for children in the experimental classrooms as compared to children in the standard practice control classrooms. The children in the experimental classrooms also showed greater improvement on a deletion task in comparison to the children in the standard practice classrooms. Importantly, this task was never used as an instructional activity, and thus demonstrated generalization to a novel phonological awareness task.Clinical Implications:The results are discussed with regard to the positive benefits of collaboration in facilitating the language abilities of inner-city children who are at risk for academic difficulties in the early elementary grades.

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Spielvogel, Joanna H., and Barbara J. Ehren. "Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique." Language, Speech, and Hearing Services in Schools 52, no. 3 (July 7, 2021): 794–806. http://dx.doi.org/10.1044/2021_lshss-20-00115.

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Purpose The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique – General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth grade students receiving VST-GE16 instruction with 16 instructor-led encounters per word, eight words taught per week for 90 min a week over 4 weeks demonstrated greater gains on a multiple-choice synonym test and a fill-in-the-blank words-in-context test than fourth grade students taught the same number of words, in the same time frame, using a vocabulary teaching method typically employed by a fourth grade teacher. Method The study was a quasi-experimental design, with a pretest and posttest multiple-choice synonym and fill-in-the-blank words-in-context measures administered. Students with complete data sets were included in the analyses (synonym, N = 38; words-in-context, N = 37). Participants in both groups were taught eight curriculum vocabulary words per week for 90 min a week across four consecutive weeks (32 words). Results An analysis of covariance on posttreatment outcomes yielded the following: The treatment group scored significantly higher on the synonym measure, F (1, 35) = 14.76, p < .001; g = 1.04, and the words-in-context measure, F (1, 34) = 43.66, p < .001; g = 1.59, than did the comparison group. Conclusions The results indicated that the VST-GE16 protocol has potential as an effective, efficient method to use when directly teaching curriculum vocabulary words to fourth grade students in general education classrooms .

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