ERIC Number: EJ1156524
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
Effects of Multicomponent Academic Vocabulary Instruction for English Learners with Learning Difficulties
Jozwik, Sara L.; Douglas, Karen H.
Learning Disability Quarterly, v40 n4 p237-250 Nov 2017
We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific academic vocabulary words. After the academic vocabulary intervention, which incorporated English as a Second Language and self-regulation procedures, students improved their abilities to read and define words above baseline levels. Students' performance on follow-up measures at 1, 3, and 6 months revealed maintenance of positive effects. Evaluations of the intervention reflected high levels of student satisfaction. Implications for practice and further research are discussed.
Descriptors: English Language Learners, Learning Problems, Vocabulary Development, Intervention, Grade 5, Expressive Language, English for Academic Purposes, English (Second Language), Reading Skills, Word Recognition, Maintenance, Program Effectiveness, Student Satisfaction, Cooperative Learning, Oral Language, Mexican Americans, Special Education, Learning Disabilities, Word Lists, Instructional Materials, Tests, Oral Reading, Surveys, Likert Scales, Definitions, Pretests Posttests, Goal Orientation, Accuracy
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Authoring Institution: N/A
Grant or Contract Numbers: N/A