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ERIC Number: EJ1015385
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners with Learning Difficulties
Kim, Woori; Linan-Thompson, Sylvia
Remedial and Special Education, v34 n4 p225-236 Jul-Aug 2013
This multiple-probe study examined the effects of self-regulation on the acquisition of science vocabulary by four third-grade English language learners (ELLs) with learning difficulties. The students were provided only direct vocabulary instruction in a baseline phase, followed by intervention and maintenance phases into which self-regulation strategies were incorporated. Analysis of data derived from quantitative measures of receptive and expressive vocabulary revealed participants performed significantly higher in the intervention and maintenance phases than in the baseline phase, indicating the positive effect of self-regulation on science vocabulary learning. Furthermore, in interviews, although the participants were positive in their evaluation of the intervention overall, they expressed a distinct preference for the use of self-regulation strategies. Implications for practice and further research are discussed. (Contains 3 tables and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A