This study sought to determine how working memory training could contribute to retaining vocabulary studied in English lessons through the implementation of a set of strategies. Two intact groups of beginners: one experimental, with 28 students, and one control group, with 22 students, belonging to undergraduate English as a foreign language…

Studies of proficient readers have shown that the use of certain strategies (e.g., relating personal background knowledge to text, attending to headings and images, and summarizing) is important for comprehension of challenging texts (Afflerbach, Pearson, & Paris, 2017; Duke et al., 2011; Goldman et al., 2016; Shanahan, Shanahan, &…

This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…

How does English for specific purposes [ESP] differ from English for general purposes? Explore the key features of ESP and the important role of students in this type of language learning. Learn the different types of ESP, various materials that can be incorporated into a course, and the roles of teachers and students. Read about four key topics…

The research was conducted to investigate the role of Pictures as the teaching media in improving the Second Graders' English vocabulary at SD Pangudi Luhur, Jakarta in Academic Year 2016/2017. To achieve the objective, the data were collected through the tests, questionnaires and observer's sheet. The respondents consisted of 25 students. The…

This article reports on two novel word-learning experiments examining children's use of subject animacy to categorize novel adjectives as either "tough" adjectives (e.g., "easy," "hard") or control adjectives ("afraid," "eager"). In Experiment 1, a group of 4- to 7-year-olds watched videos…

Understanding, reading, and writing using academic language has increasingly become a focus in our schools. One of the salient features of academic vocabulary is morphological complexity. Many words are considered derivationally morphologically complex, meaning they have roots, prefixes, and suffixes. Affixes can be challenging for students as…

Academic vocabulary development is critical to the success of all learners--particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring…

Previous research on second language vocabulary acquisition has shown that learning to use a new word is not a simple matter of making a form-meaning connection. Knowing a word instead requires mastery of as many as nine different aspects of vocabulary knowledge (Nation, 2001). The current study uses data from five beginning-level textbooks of…

Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction.…

Purpose: The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method: Twenty-seven…

New teachers who entered the profession through alternative pathways often teach in high-need urban environments, which means there may be a significant number of English Language Learner (ELL) students in their classrooms. In order to best support these students, techniques can be employed to best facilitate learning for students who do not have…

This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from…

Longitudinal spatial language intervention studies have shown that greater exposure to spatial language improves children's performance on spatial tasks. Can short naturalistic, spatial language interactions also evoke improved spatial performance? In this study, parents were asked to interact with their child at a block wall exhibit in a…

We tested 12- and 18-month-old English-learning infants on a preferential-looking task which contrasted grammatically correct sentences using the determiner "the" vs. three ungrammatical conditions in which "the" was substituted by another English function word, a nonsense word, or omitted. Our design involved strict controls…