The link between vocabulary knowledge acquisition and its effect on reading comprehension has been well established over years of research; however, students from low income backgrounds may have less access to the opportunities that allow for the building of this vocabulary knowledge prior to and including entry into formal schooling. Therefore,…

Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention…

Background: Despite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in incidental vocabulary learning under different captioning conditions. Objectives: The present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under…

Purpose: This study aims to explore the contributions of phonological awareness (PA) and morphological awareness (MA) to the reading comprehension skills of Chinese-speaking children with hearing loss (HL) and examine the possible mediation effect of vocabulary knowledge on the relationships of PA and MA with their reading comprehension. Method:…

Early and explicit vocabulary instruction is one important way teachers can support early readers for later reading comprehension success (Duncan et al., 2007; Marulis & Neuman, 2010; Neuman & Dwyer, 2011; National Institute of Child Health and Human Development (NICHD), 2000); however, some observations indicate that early childhood and…

Domain-specific vocabulary knowledge is an important precursor to overall knowledge acquisition, which is essential to reading and comprehending grade-level texts. There are a number of malleable factors within the classroom that can be shaped by teachers and policy makers, yet additional empirical evidence is needed to uncover and evaluate those…

The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive…

This study examined the effects of a classroom-focused intervention on different domains of early literacy. The intervention consisted of shared e-book reading combined with a print referencing technique done via a SMART board. The specific goal of the study was to examine whether children could be instructed simultaneously in print knowledge,…

Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced…

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other's ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of…

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…

This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4th-5th graders with dyslexia. We matched word lists on syllables, phonemes, frequency, number of definitions, and…

Students from high-poverty environments often exhibit lower vocabulary levels compared to their higher socioeconomic peers. Addressing this vocabulary gap is crucial for their academic success. This ethnographic case study explores the effectiveness of the Vocabulary Self Selection strategy in motivating fourth-grade students from high poverty…

Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O'Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O'Connor et al.'s study; CHAAOS lessons were taught to 33 sixth graders who received special…

Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This…