Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners' vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM--complex WM and phonological short-term memory--may influence two instructional approaches (i.e.,…

This study investigates the strategies that teachers employ when presenting the meaning and form of a novel English word to students with autism spectrum disorder (ASD). This case study observed and interviewed three teachers who taught five ASD students with diverse characteristics and varying language proficiency. Thematic analysis was conducted…

The teacher's dilemma presents various strategies for teaching content area reading. Teachers the content subject area should be willing to accept the fact that their role as teachers is vital to the success of his students. Students cannot be expected to read the textbook as they would the local newspaper or a novel. Students need to be taught…

Purpose: There is evidence suggesting that aerobic exercise immediately after vocabulary training can improve word recall in school-age children. This work examined whether the previously identified word-learning benefits associated with exercise can be extended to preschoolers. Additionally, we evaluated whether the effects of physical activity…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…

Purpose: Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary…

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while…

Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained U.S. elementary classroom for students with high-intensity behavioral support needs. Each…

This study aimed to examine incidental learning of multiword expressions (MWEs) from bilingual captioned videos among language minority students. The participants consisted of 403 language minority university students enrolled in the Preparatory Year Programme (PYP) in the Southern part of China. The study evaluated participants' vocabulary…

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete…

This article reports on how increasing understanding of the morphology of science vocabulary, by introducing and using affixes, improved students' ability to recognise key words in examination questions and link these to prior knowledge. As a result, students attempted far more questions and the quality of answers they provided was significantly…

Although research provides ample evidence of teaching methods that facilitate students' learning of specific word meanings, the potential of instruction to impact students' general vocabulary knowledge has remained an unanswered question. This article reports on a three-year formative experiment that developed, implemented, and tested a long-term,…

Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the kind of contextual support affects word learning. Using a within-subjects design this study examined…

Drawing on research-informed principles for primary-grade vocabulary instruction, the authors developed a series of engaging vocabulary units for a first-grade class. The units, focused on the explicit teaching of target words and the efficient highlighting of larger sets of semantically related words, involved five complementary elements: reading…

Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the degree of contextual support affects word learning. Using a within-subjects design this study…