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ERIC Number: ED565637
Record Type: Non-Journal
Publication Date: 2016-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 15
Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction
Hunt, Meghan; Feng, Jay
Online Submission, Paper presented at the Annual Meeting of the Chinese American Educational Research and Development Association (Washington, DC, Apr 7-8, 2016)
This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade students were given a pretest on their vocabulary knowledge. The vocabulary strategy of read alouds with direct vocabulary instruction was then administered to them. At the end of seven months, the students were given a post test on their vocabulary knowledge. Results from the pre/posttest comparison indicate that students' scores did improve under direct vocabulary instruction. The teachers were also given a pre and post questionnaire on their knowledge and confidence of teaching ELL students. Results from the questionnaires indicated that teachers gained both knowledge of and confidence in direct vocabulary instruction. Due to the importance of vocabulary acquisition for ELL students, educators need more formal training on effective instructional strategies to use in their classroom.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A