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ERIC Number: ED508771
Record Type: Non-Journal
Publication Date: 2009-Dec-19
Pages: 143
Abstractor: As Provided
Reference Count: 48
Teaching Vocabulary to English Language Learners
Daniels, Sharilyn Fox
Online Submission, M.A. Thesis, Biola University
This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL students with the interventions made greater gains than English Only students in all areas of word understanding assessed. Students of lower CELDT [California English Language Development Test] (1, 2, and 3) benefited more from the interventions than students of higher CELDT levels (4 and 5). Students of CELDT level one, who had interventions, made greater gains in understanding word meaning than any other CELDT level group. Sample Summary Sheet of Raw Data; Baseline and Experimental Assessments; Visual to Accompany Audiotape or CD for Intervention; and tables are appended. (Contains 4 figures and 13 tables.)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California