Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Word Walls In Social Studies: One Solution To The "Vocabulary Conundrum", Dianna Townsend, Ashley Baxter, Annie Keller, Hannah Carter
Word Walls In Social Studies: One Solution To The "Vocabulary Conundrum", Dianna Townsend, Ashley Baxter, Annie Keller, Hannah Carter
Literacy, Language, and Culture Faculty Publications and Presentations
Julia Kearney and Lori Bingham (pseudonyms), two middle school social studies teachers in a large urban school, have a problem. They want to have their students asking and exploring important questions about American history, and they want them to have the vocabulary knowledge needed to do so. While Julia and Lori recognize the rich linguistic resources their students bring to their classrooms, they also recognize the intense vocabulary demands of social studies. Julia and Lori recently participated in a professional learning initiative to develop research-based approaches for building students’ academic vocabulary knowledge in social studies. They learned about the potential …
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Literacy, Language, and Culture Faculty Publications and Presentations
This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences …
Do You Get The Picture?: A Meta-Analysis Of The Effect Of Graphics On Reading Comprehension, Daibao Guo, Shuai Zhang, Katherine Landau Wright, Erin M. Mctigue
Do You Get The Picture?: A Meta-Analysis Of The Effect Of Graphics On Reading Comprehension, Daibao Guo, Shuai Zhang, Katherine Landau Wright, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic …
Using Think-Alouds To Support And Enhance English Language Learners' Comprehension Of Multimodal Texts, Daibao Guo, Eun Hye Son, Katherine Landau Wright
Using Think-Alouds To Support And Enhance English Language Learners' Comprehension Of Multimodal Texts, Daibao Guo, Eun Hye Son, Katherine Landau Wright
Literacy, Language, and Culture Faculty Publications and Presentations
Research has demonstrated that elementary students may not be skilled interpreters of multimodal science texts (McTigue & Flowers, 2010). This challenge may be enhanced for English language learners (ELLs), whose language skills are still developing. Therefore, in this qualitative case study, we implement think-aloud protocols to understand three striving ELL readers’ comprehension processes and use of comprehension strategies. Then we collaborated with three pre-service teachers to design individualized comprehension instructions. After 7-weeks of intensive tutoring, findings show students were able to use a greater variety comprehension strategies. Classroom implications are discussed to provide best instructional practice for striving ELL readers.