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Showing 1 to 15 of 282 results Save | Export
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Russell Gersten; Joseph Dimino; Madhavi Jayanthi; Mary Jo Taylor – Elementary School Journal, 2024
We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the…
Descriptors: Faculty Development, Vocabulary Development, Teaching Methods, Comparative Analysis
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Rose Brooks; Meesha Warmington; Jenny Thomson – Reading and Writing: An Interdisciplinary Journal, 2025
Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…
Descriptors: Teaching Methods, Vocabulary Development, Intervention, Phonemic Awareness
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Bruna Rodrigues; Irene Cadime; Iolanda Ribeiro – Australian Journal of Learning Difficulties, 2023
Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down reading when the text is hard to understand) instead of using more complex strategies (e.g. choosing between main and trivial information). The present…
Descriptors: Metacognition, Cognitive Processes, Grade 5, Elementary School Students
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Alain Bengochea; Sabrina F. Sembiante – Review of Education, 2024
This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed…
Descriptors: Bilingualism, Vocabulary Development, Intervention, Comparative Analysis
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Hua-Chen Wang; Andrea Salins; Lyndall Murray; Signy Wegener; Anne Castles – Reading and Writing: An Interdisciplinary Journal, 2025
Research suggests that bilinguals often have weaker vocabulary in their second language compared to that of monolinguals (e.g., Hoff, 2013). It is thus important to identify factors that may facilitate vocabulary learning for bilinguals. One suggested factor is the presence of orthography while learning new oral vocabulary. The current study aims…
Descriptors: Bilingualism, English (Second Language), Second Language Learning, Monolingualism
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Jang, Jeongsuk; Parrila, Rauno; Inoue, Tomohiro – Journal of Psycholinguistic Research, 2023
We examined if North (n = 123) and South Korean (n = 123) children in Grades 3 to 8 studying in South Korea differ in their reading, vocabulary, and literacy-related cognitive skills, and whether language and literacy-related skills contribute to reading outcomes differently among North and South Korean children. The results showed that South…
Descriptors: Thinking Skills, Reading Achievement, Foreign Countries, Elementary School Students
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Amandine Hippolyte; Nicolas Ribeiro; Laure Ibernon; Nathalie Marec-Breton; Christelle Declercq – First Language, 2025
This study aimed to establish normative data for 145 words using phonological and semantic association tasks with 242 French schoolchildren, ranging from ages 5 (Grande Section) to 8 (Cours Elémentaire 2), providing a fundamental resource for future research and educational planning. The participants were engaged in two primary tasks: a free…
Descriptors: French, Phonology, Semantics, Preschool Children
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AlMashaleh, Majdi Sulieman – Journal of Education and Learning (EduLearn), 2023
The study aimed to reveal the effect of the infographic display style (fixed, animated, and interactive) on learning and retaining the vocabulary of the Noble Quran among third grade students. The study sample consisted of 112 male and female third grade students and were distributed into three groups the students' learning test was designed to…
Descriptors: Islam, Vocabulary Development, Comparative Analysis, Retention (Psychology)
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Zachary Maher; Carolyn Mazzei; Ebony Terrell Shockley; Tatiana Thonesavanh; Jan Edwards – Reading Research Quarterly, 2024
Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an…
Descriptors: Sociolinguistics, Elementary School Teachers, Kindergarten, Grade 1
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Ananda Sadyva Aulia Putri; Suvi Akhiriyah – Journal of English Teaching, 2024
Web-based games can be an alternative learning media for students to improve their vocabulary mastery in reading. Nevertheless, few studies look at how web-based games can be used as a teaching tool to help junior high school students improve their vocabulary, especially in the context of reading. The main objective of this research is to know the…
Descriptors: Vocabulary Development, Mastery Learning, Junior High School Students, Computer Games
Adolfo, Jeanlyn A.; Villarin, Sydney Jay B. – Online Submission, 2023
This paper is a study on the grade 8 students' vocabulary achievement using word games. The study was conducted at Kiwalan National High School and aimed to determine the effectiveness of word games as a learning method in improving students' vocabulary achievement. The data was collected through questionnaires and was analyzed through percentage,…
Descriptors: Educational Games, Vocabulary Development, High School Students, Teaching Methods
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Marks, Rebecca A.; Eggleston, Rachel L.; Sun, Xin; Yu, Chi-Lin; Zhang, Kehui; Nickerson, Nia; Hu, Xiao-Su; Kovelman, Ioulia – Annals of Dyslexia, 2022
Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores…
Descriptors: Morphology (Languages), Metalinguistics, Decoding (Reading), Vocabulary Development
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Salihoglu, Umut M.; Yalçin, Isil – Shanlax International Journal of Education, 2022
The present study aimed to construct the piloting phase of a more extensive investigation on the effectiveness of the keyword technique, rote memorisation and semantic mapping as vocabulary learning methods in word retention rates of 16 third-grade pre-service teachers studying at English Language Teaching Department of a large Turkish university.…
Descriptors: Comparative Analysis, Vocabulary Development, Teaching Methods, Preservice Teachers
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Bubchaiya, Nuttiya; Sukying, Apisak – Journal of Education and Learning, 2022
Vocabulary learning strategies are essential in vocabulary acquisition and one particularly important strategy is word part strategy. This quasi-experimental research attempted to investigate the effects of word part strategy instruction on vocabulary knowledge among primary school students in a Thai EFL context. It also sought to explore primary…
Descriptors: Vocabulary Development, Learning Strategies, Teaching Methods, Comparative Analysis
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Hua, Youjia; Hinzman, Michelle; Yuan, Chengan; Balint Langel, Kinga – Exceptional Children, 2020
An emerging body of research suggests that incorporating randomization schemes in single-case research designs strengthens study internal validity and data evaluation. The purpose of this study was to test the utility and feasibility of a randomized alternating-treatment design in an investigation that compared the combined effects of vocabulary…
Descriptors: Comparative Analysis, Intervention, Reading Instruction, Randomized Controlled Trials
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