Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of 6th grade students with Learning Disabilities, over half of whom were also English Language Learners (ELL), to implement about 15 minutes of…

Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines…

The goal of the present study was to compare children's word learning through print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers. Children were assessed at pre- and…

Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…

This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher-created supplementary for the prescribed set of vocabulary in…

The reading and writing challenges that students with learning disabilities (LD) face in academic classroom settings, such as social studies classrooms, are ever present because students are expected to read, understand, and use text-based language that they cannot access due to text-reading difficulties. Visual, performing or drama, music, and…

English teachers at junior middle schools often employ traditional vocabulary teaching techniques such as L1 equivalents, word lists, pictures, and word formation rules. They reinforce the students' retention of vocabulary by asking them to read aloud the words repeatedly and copy the new words as homework. In this study, suggestions are given to…

The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…

This study aimed to investigate the sources of reading anxiety among undergraduate female EFL students in KSA. The study compared the sources of reading anxiety between EFL students in the English Department and EFL students who study French as a foreign language. Also, the study compared between the students in terms of year of study (level 1,…

In learning a language, vocabulary is the most important thing that should be mastered by learners. The English ability of primary school students is very closely related to the vocabulary mastery that they have. This research aims to find the answer to the following questions: (1) How is the application of Guess My Move Game model in learning…

Despite learning English formally in primary classrooms, most of the Malaysian primary learners are incapable of conveying their ideas accurately in the target language since they have limited vocabulary. Action research based on the Kemmis and McTaggart Action Research Model was carried out to alleviate the vocabulary learning challenges. Thus,…

Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are pervasive in theories of child language. Next, the authors outline what has been learned from this…

Despite billions of dollars and massive efforts on the part of thousands of highly dedicated and intelligent people over the past 25 years, the size of the test-score gap between the wealthiest and the poorest students has not changed. These problems do not end at high school. Studies suggest that students with low test scores are less likely to…

To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically…

Previous papers in these pages have dealt empirically with the child's first words, the child's first imitations, and the use of yes/no and wh-questions with infants. In this study, we touch on all these issues, but attempt to place them in a systemic-functional language framework and a cultural-historical learning one. First, we deal with some of…