This investigation examined how middle school teachers implemented Word Generation, a cross-content vocabulary intervention and how the program affected student learning of academic vocabulary words. Participants included four content area teachers and their sixth-grade students. Students received vocabulary instruction in their social studies,…

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper…

National reports reveal one third of American fourth graders read below basic level on measures of comprehension. One critical component of comprehension is fluency: rapid, accurate, expressive reading with automaticity and prosody. Many fluency studies and classroom interventions focus only on reading rate, but this alone is not sufficient. This…

The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a…

This paper examines whether students involved in CLIL are able to learn content through the medium of L2 and simultaneously exhibit significant gains in L2 vocabulary knowledge. Two experiments were set up in two public primary schools. Two groups of 6th grade students participated in each experiment. The first group was taught three 80-minute…