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Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners
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Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Psychology, 2016
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
Descriptors: Phonology, Vocabulary Development, Teaching Methods, Direct Instruction
Learning Science, Talking Science: The Impact of a Technology-Enhanced Curriculum on Students' Science Learning in Linguistically Diverse Mainstream Classrooms
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Ryoo, Kihyun – ProQuest LLC, 2009
The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…
Descriptors: Academic Discourse, Curriculum Design, Computer Simulation, Second Language Learning
Using Peer Response Groups with Limited English Proficient Writers.
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Prater, Doris L.; Bermudez, Andrea B. – Bilingual Research Journal, 1993
Effects of heterogeneous peer response groups (heterogeneous for language proficiency and ability) on the writing of limited-English-proficient (LEP) students was investigated in fourth-grade language arts classes. After one month, significant improvements on two measures of fluency were found for LEP students assigned to peer response groups, but…
Descriptors: Cooperative Learning, English (Second Language), Grade 4, Heterogeneous Grouping