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Huang, Xiaoyi; Kim, Nayoung; Christianson, Kiel – Language Learning, 2019
When introducing new words in a second language (L2), presenting vocabulary with concurrent gestures might facilitate learners' recollection of new words. Previous research has suggested that this gestural advantage might hold only for gestures that overlap with the semantics of the words. Dual coding theory predicts that learners should learn…
Descriptors: Nonverbal Communication, Vocabulary Development, Second Language Learning, Coding
What Works Clearinghouse, 2023
The appendices accompany the full report "Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008," (ED630495), which pilots a new taxonomy developed by early literacy experts and intervention developers as part of a larger effort to develop standard nomenclature for the components of literacy…
Descriptors: Bayesian Statistics, Meta Analysis, Early Intervention, Literacy
Li, Jui-Teng; Tong, Fuhui – Language Teaching Research, 2020
Research has supported the benefit of cognitive vocabulary learning approaches, such as dual-coding (i.e. visual-verbal approach), on Chinese language learners' vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. Therefore, the goal of this study was to investigate the effects of two…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Retention (Psychology)
Moody, Stephanie; Hu, Xueyan; Kuo, Li-Jen; Jouhar, Mohammed; Xu, Zhihong; Lee, Sungyoon – Education Sciences, 2018
Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers' performance and/or students' achievement has not been investigated. In this content analysis, articles…
Descriptors: Vocabulary Development, Learning Strategies, Instructional Program Divisions, Receptive Language
Kanellopoulou, Catherine; Kermanidis, Katia Lida; Giannakoulopoulos, Andreas – Education Sciences, 2019
The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks…
Descriptors: Multimedia Instruction, Learning Theories, Multimedia Materials, Coding
Rice, Mary F.; Deshler, Donald D. – International Journal of Web-Based Learning and Teaching Technologies, 2018
As online coursework become more popular, students with disabilities that need vocabulary support for reading comprehension will be among the increase in cyber school students. Researchers have some evidence that certain types of vocabulary support strategies are more efficacious for students with disabilities. The purpose of this article is…
Descriptors: Vocabulary Development, Online Courses, Earth Science, Disabilities
Polinsky, Naomi; Perez, Jasmin; Grehl, Mora; McCrink, Koleen – Mind, Brain, and Education, 2017
Longitudinal spatial language intervention studies have shown that greater exposure to spatial language improves children's performance on spatial tasks. Can short naturalistic, spatial language interactions also evoke improved spatial performance? In this study, parents were asked to interact with their child at a block wall exhibit in a…
Descriptors: Museums, Teaching Methods, Spatial Ability, Parent Child Relationship
Ylinen, Sari; Bosseler, Alexis; Junttila, Katja; Huotilainen, Minna – Developmental Science, 2017
The ability to predict future events in the environment and learn from them is a fundamental component of adaptive behavior across species. Here we propose that inferring predictions facilitates speech processing and word learning in the early stages of language development. Twelve- and 24-month olds' electrophysiological brain responses to heard…
Descriptors: Word Recognition, Language Acquisition, Prediction, Coding
Booth, Amy E.; Alvarez, Aubry – Language Learning and Development, 2015
This work explores whether the facilitative effect of causal information on preschoolers' word and descriptive fact learning persists in school-age children. Twenty-three 5-year-olds just beginning school and 23 6- to 7-year-olds who had accumulated over a year of schooling were taught novel words along with descriptions of causally rich,…
Descriptors: Vocabulary Development, Preschool Children, Kindergarten, Grade 1
Rojo, Dolly P.; Echols, Catharine H. – Journal of Cognition and Development, 2018
Bilingualism has been associated with a range of cognitive and language-related advantages, including the recognition that words can have different labels across languages. However, most previous research has failed to consider heterogeneity in the linguistic environments of children categorized as monolingual. Our study assessed the influence of…
Descriptors: Bilingual Education, Outcomes of Education, Non English Speaking, Native Speakers
Dowds, Susan J. Parault; Haverback, Heather Rogers; Parkinson, Meghan M. – Journal of Experimental Education, 2016
This study aimed to determine which types of context clues exist in children's texts and whether it is possible for experts to identify reliably those clues. Three experienced coders used Ames' clue set as a foundation for a system to classify context clues in children's text. Findings showed that the adjustments to Ames' system resulted in 15…
Descriptors: Childrens Literature, Cues, Classification, Coding
Wright, Tanya S.; Peltier, Marliese R. – Reading & Writing Quarterly, 2016
The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level.…
Descriptors: Vocabulary Development, Reading Instruction, Early Childhood Education, Kindergarten
Ozturk, Meral – Reading Matrix: An International Online Journal, 2017
Dictionary studies have suggested that nearly half of the English lexicon have multiple meanings. It is not yet clear, however, if second language learners reading English texts will encounter words with multiple meanings to the same degree. This study investigates the use of words with multiple meanings in an authentic English novel. Two samples…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Literature
Eristi, Bahadir; Polat, Mustafa – Online Submission, 2017
This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application…
Descriptors: Second Language Instruction, English (Second Language), Pretests Posttests, Program Effectiveness
Arzt, Jessica; Kost, Claudia – Unterrichtspraxis/Teaching German, 2016
The grammatical gender of German nouns continues to pose a challenge to second language learners. Following from a connectionist framework, this study explores the effect of two input enhancement techniques, color-coding and gendered actors, on the learning of grammatical gender by beginning learners of German during a vocabulary acquisition…
Descriptors: German, Second Language Learning, Second Language Instruction, Vocabulary Development