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ERIC Number: EJ1038889
Record Type: Journal
Publication Date: 2013-Sep
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0922-4777
The Impact of a Systematic and Explicit Vocabulary Intervention in Spanish with Spanish-Speaking English Learners in First Grade
Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith
Reading and Writing: An Interdisciplinary Journal, v26 n8 p1289-1316 Sep 2013
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B070005