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Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students
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Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E. – Journal of Literacy Research, 2011
This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…
Descriptors: Reading Comprehension, Bilingual Students, Speech Communication, Reading Achievement
Improving Comprehension Online: Effects of Deep Vocabulary Instruction with Bilingual and Monolingual Fifth Graders
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Proctor, C. Patrick; Dalton, Bridget; Uccelli, Paola; Biancarosa, Gina; Mo, Elaine; Snow, Catherine; Neugebauer, Sabina – Reading and Writing: An Interdisciplinary Journal, 2011
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…
Descriptors: Control Groups, Intervention, Vocabulary, Reading Strategies