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ERIC Number: EJ1100465
Record Type: Journal
Publication Date: 2016
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0270-2711
Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners
Vadasy, Patricia F.; Sanders, Elizabeth A.
Reading Psychology, v37 n6 p833-866 2016
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added attention to orthographic and phonological word features. Increased attention to the spoken and printed word forms was associated with significantly greater gains in general vocabulary and word reading, and in taught-word spelling. Results suggest features of effective vocabulary instruction for young and English learner students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Wide Range Achievement Test; Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R305A130700
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations