The number of foreign languages spoken in Germany is rising, and as a result German is increasingly being learned as a second language (L2). This is a challenge for many secondary-school students, especially those who have learning disabilities (LD) and behavioral difficulties, which are often accompanied by reduced motivation to learn, in this…

A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects…

Learning in general education contexts enhances access to general curriculum content for students with disabilities. However, few intervention studies focused on general education content have been conducted in general education settings. The current study provides preliminary evidence of the effectiveness of a literacy intervention using…

This study looks at the effectiveness of an intervention to improve student retention on a distance language course. Of the six beginners' language courses offered by the UK's Open University, the beginners' Welsh course has consistently had the lowest retention rates since it was first presented in 2008. In order to address this, a project was…

Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998).…

This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a…

This study examined the use of "Pixton" for enhancing grammar and vocabulary teaching in a public high school in the South region of Ecuador. In this intervention, 163 junior high school learners and 14 pre-service English teachers participated during a period of 4 months. The data for this study was obtained by gathering information…

This paper proposes a personalised instructional strategy, "student-selected vocabulary," to facilitate secondary school students' vocabulary building. It then reports how this personalised instructional strategy was implemented and evaluated through a teacher-led intervention study of 57 low-achieving Hong Kong secondary school…

Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German…

This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the…

Direct vocabulary instruction is 1 critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the greatest risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This…

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers' self-reported practices about literacy development predict early literacy outcomes over and…

Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites,…

Research indicates that a significant number of children enter primary school with insufficient vocabulary knowledge. This study investigates whether a small group daily word learning programme delivered by the class teacher can improve word learning in young children. Eighteen children, aged five to six years, with English as an additional…

The Foreign Language Learning (FLL) programme aimed to improve the English language attainment of Year 3 and 4 pupils through a detailed curriculum of weekly French classes with linked activity in English lessons. The programme, created by the Education Development Trust (formerly CfBT), lasted for three half-terms. French classes were 45 minutes…