Two experiments investigated whether exposure to Chinese characters and pinyin would facilitate oral vocabulary learning for Chinese as a first (L1) and second (L2) language learners. In Experiment 1, 48 second Chinese graders studied 15 made-up associations between spoken labels and pictures accompanied either by no orthography, by pinyin, or…

Our research focuses on developing elementary students' mental computation skills with the help of card games. Choosing this area of study was motivated by our personal experiences, namely, that mathematics programmes of study do not lay emphasis on this aspect; there are too few hours dedicated to developing this skill, and several mental…

The present study aimed at developing young children's knowledge of the structure and function of orthographic components of Chinese characters and words. Grade 2, eight-year-old Chinese children (N = 541) were taught a twelve-week training programme in two quasi experimental conditions: analytic and synthetic approach (ASA), and integrated…

In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of…

Computers have become an important piece of technology in classrooms for implementing academic interventions. Often, students' responses to these interventions are used to help make important educational decisions. Therefore, it is important to consider the effect of these interventions across multiple contexts. For example, previous research has…

Young deaf learners often have difficulty mastering the important skill of decoding print and developing phonological awareness necessary to become successful readers. The research question for the study was: How do K-2 deaf learners demonstrate literacy development when teachers of the deaf use instructional video with visual portrayals of…

The purpose of this study was to examine the efficiency of an incremental rehearsal oral versus an incremental rehearsal written procedure on a sample of primary grade children's weekly spelling performance. Participants included five second and one first grader who were in need of help with their spelling according to their teachers. An…

The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…

This study examines, within the domain of science, the characteristics of words that predict word knowledge and word learning. The authors identified a set of word characteristics--length, part of speech, polysemy, frequency, morphological frequency, domain specificity, and concreteness--that, based on earlier research, were prime candidates to…

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

A study compared the effectiveness of two reading interventions with 45 second-graders. Interventions differed in the unit of word analysis (phoneme versus onset-rime), the approach to intervention (contextualized versus decontextualized), and the primary domain of reading instruction (oral versus written language). Children in both reading…