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Direct linkJohnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector – International Journal of Bilingual Education and Bilingualism, 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…
Descriptors: Faculty Development, English Language Learners, Expressive Language, Vocabulary Development
Trainin, Guy; Hayden, H. Emily; Wilson, Kathleen; Erickson, Joan – Journal of Research on Educational Effectiveness, 2016
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…
Descriptors: Vocabulary Development, Elementary School Students, Reading Fluency, Social Studies
