NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20241
Since 2021 (last 5 years)1
Since 2016 (last 10 years)2
Since 2006 (last 20 years)6
Descriptor
English6
Intervention6
Receptive Language6
Decoding (Reading)3
Grade 13
Kindergarten3
Vocabulary Development3
Beginning Reading2
Comparative Analysis2
Disadvantaged Youth2
Elementary School Students2
English Language Learners2
Fidelity2
Instructional Effectiveness2
Longitudinal Studies2
Preschool Children2
Reading Programs2
Reading Skills2
Second Language Learning2
Small Group Instruction2
Student Evaluation2
Tutors2
Urban Schools2
Vocabulary2
Vocabulary Skills2
More ▼
Source
Australian Review of Applied…1
Bilingual Research Journal1
Early Education and…1
Grantee Submission1
Journal of Applied…1
Journal of Research on…1
Author
Nelson, J. Ron2
Sanders, Elizabeth A.2
Vadasy, Patricia F.2
Andrews, Jean F.1
Buell, Martha1
Cerna, Sandra1
Clarence Green1
Clark, M. Diane1
Daya Weerasinghe1
Han, Myae1
Meacham, Sohyun1
Melania Pantelich1
Michael Barrow1
Parks, Craig D.1
Pula, Kacy1
Rachel Daniel1
Strand, Paul S.1
Vukelich, Carol1
Wolsey, Ju-Lee A.1
More ▼
Publication Type
Reports - Research6
Journal Articles5
Education Level
Early Childhood Education4
Grade 13
Kindergarten3
Primary Education3
Elementary Education2
Preschool Education2
Grade 21
Higher Education1
Postsecondary Education1
Audience
Location
Australia1
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary…1
Woodcock Johnson Tests of…1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations1
Meets WWC Standards with or without Reservations1
Showing all 6 results Save | Export
Receptive Vocabulary Size Estimates for General and Academic Vocabulary at a Multi-Campus Australian University
Peer reviewed Peer reviewed
Direct linkDirect link
Clarence Green; Melania Pantelich; Michael Barrow; Daya Weerasinghe; Rachel Daniel – Australian Review of Applied Linguistics, 2024
There are few published estimates of vocabulary sizes amongst students in tertiary education. Research does not offer estimates of the vocabulary size tertiary students might be expected to possess, though estimates exist for K-12 education, some EFL contexts, and the general population. Such research is important. For reading comprehension during…
Descriptors: Intervention, Undergraduate Students, Vocabulary Development, Teaching Methods
ASL and English Bilingual Shared Book Reading: An Exploratory Intervention for Signing Deaf Children
Peer reviewed Peer reviewed
Direct linkDirect link
Wolsey, Ju-Lee A.; Clark, M. Diane; Andrews, Jean F. – Bilingual Research Journal, 2018
An exploratory study was implemented with bilingual deaf children using a quasi-experimental pre- and posttest design with a 10-week American Sign Language (ASL) and English bilingual Shared Book Reading intervention. Standardized and research-made instruments were used to evaluate ASL and English skills. Intervention effects showed improvements…
Descriptors: American Sign Language, English, Bilingual Students, Reading Aloud to Others
Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches
Peer reviewed Peer reviewed
Direct linkDirect link
Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Journal of Research on Educational Effectiveness, 2015
A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Grantee Submission, 2015
A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism
Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers
Peer reviewed Peer reviewed
Direct linkDirect link
Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra – Journal of Applied Developmental Psychology, 2011
The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking…
Descriptors: Shyness, Research Design, Speech Communication, Disadvantaged Youth