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Direct linkWright, Tanya S.; Cervetti, Gina N.; Wise, Crystal; McClung, Nicola A. – Reading Psychology, 2022
We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children's incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a…
Descriptors: Vocabulary Development, Reading Aloud to Others, Incidental Learning, Grade 2
Petersen, Douglas B.; Mesquita, Meredith W.; Spencer, Trina D.; Waldron, Jessica – Topics in Language Disorders, 2020
This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and…
Descriptors: Oral Language, Reading Comprehension, Pretests Posttests, Phrase Structure
Volodina, Anna; Weinert, Sabine; Mursin, Katharina – Developmental Psychology, 2020
Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and…
Descriptors: Foreign Countries, Language Minorities, Academic Language, Vocabulary Development
