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- All Graduate Projects (6)
- Reading Horizons: A Journal of Literacy and Language Arts (3)
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- FIU Electronic Theses and Dissertations (1)
- Graduate Student Theses, Dissertations, & Professional Papers (1)
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Articles 1 - 18 of 18
Full-Text Articles in Language and Literacy Education
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Teaching & Learning Faculty Publications
Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …
“How Come There’S No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks, Susan J. Chambrè
“How Come There’S No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks, Susan J. Chambrè
Reading Horizons: A Journal of Literacy and Language Arts
Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research confirms that older learners with active metacognitive tools are better equipped to make meaning from text, of which vocabulary is a crucial component. To better understand the strategies and metacognitive actions young students make when learning vocabulary, student comments (N = 35) spontaneously produced during two experimental vocabulary learning tasks were reviewed …
The Impact Of Supplemental Phonemic Awareness Lessons On Phonological Awareness And Spelling Development Among Kindergarten And First Graders, Crystal Olinger
The Impact Of Supplemental Phonemic Awareness Lessons On Phonological Awareness And Spelling Development Among Kindergarten And First Graders, Crystal Olinger
Graduate Theses, Dissertations, and Capstones
Reading is a developmental process that builds on complex cognitive processes and starts long before children enter school. This present study investigated the impact of supplemental phonemic awareness lessons on phonological awareness and spelling development among kindergarten and first graders. The Comprehensive Test of Phonological Processing (CTOPP-2) measured phonological awareness. The Kindergarten Inventory of Developmental Spelling (KIDS) measured spelling development in kindergarten students. The Developmental Spelling Analysis (DSA) measured spelling development in first grade. Participants in the treatment group received 16 weeks of weekly word study instruction and 10-15 minute daily phonemic awareness instruction. A mixed design full factorial ANOVA …
Vocabulary Masks, Kim Hardiman
Vocabulary Masks, Kim Hardiman
Journal of English Learner Education
As language instructors, we should teach vocabulary in every lesson. How can we combine L2 vocabulary with active teaching and learning techniques? In the past, language instructors taught EL to write long word lists int their notebooks. Do ELs remember these new words? Is there a better way to teach vocabulary for ELs to practice using them in authentic context? Wearing masks has become a daily activity around the world. ELs can express and share their raw emotions by writing and wearing inspirational words on their masks. Vocabulary masks will ignite salient discussions and reconnect ELs with their emotional journeys …
Using A Smart Phone To Learn Spanish: Does It Work And Will Students Use It?, Andrew J. Demil, Alysha Assaf, Ryan Cragun
Using A Smart Phone To Learn Spanish: Does It Work And Will Students Use It?, Andrew J. Demil, Alysha Assaf, Ryan Cragun
The Coastal Review: An Online Peer-reviewed Journal
Over time, mobile devices have penetrated the classroom, requiring new and beneficial ways to implement classroom instruction. Research suggests that Short Message Service (SMS) based instruction is an effective tool for acquiring second language (L2) vocabulary and idiom knowledge (Hayati, Jalilifar, & Mashhadi; Lu,). Additionally, studies have found that students believe that mobile learning (m-learning) is beneficial to acquiring a second language (Cavus & Ibrahim; Hayati, Jalilifar, & Mashhadi; Lu, 2008). This study examined whether m-learning can lead to Spanish vocabulary familiarity and if sentence comprehension outperforms reading definitions. Participants were 29 native English speakers studying Spanish as a second …
Developing Word Consciousness In Young Readers, Brenda Carr
Developing Word Consciousness In Young Readers, Brenda Carr
Innovations and Critical Issues in Teaching and Learning
Developing word consciousness in young readers can help motivate them to learn new words, make personal connections to words, and in turn, use words more skillfully. Word consciousness can also enable students to grow their vocabulary knowledge and improve their comprehension skills in order to become better readers. It is essential for the teacher to present words in a way that will get students excited about words and promote word consciousness. Additionally, students need to be immersed in an environment that is filled with words. Further, the words should be presented through rich, teacher-led strategies that engage students in communicating …
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
Reading Horizons: A Journal of Literacy and Language Arts
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 …
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird
Reading Horizons: A Journal of Literacy and Language Arts
To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy specialist, …
Improving Literacy Outcomes For Adolescent English Language Learners, Grace Diaz-Peterson
Improving Literacy Outcomes For Adolescent English Language Learners, Grace Diaz-Peterson
Graduate Teacher Education
As the population of English Language Learners in United States public schools has risen significantly in recent years, the unique academic challenges these students faced, particularly in middle and high school, became more apparent. A widening reading and vocabulary gap between English Language Learners and their native English-speaking peers posed particular barriers in secondary content area classes, where many teachers reported feeling ill-prepared to meet the specialized linguistic needs of their English Language Learner students. This paper analyzed a mix of recent, available qualitative and quantitative research on best practices to improve literacy outcomes for adolescent English Language Learners. As …
A Corpus-Driven Approach Toward Teaching Vocabulary And Reading To English Language Learners In U.S.-Based K-12 Context Through A Mobile App, Seyedjafar Ehsanzadehsorati
A Corpus-Driven Approach Toward Teaching Vocabulary And Reading To English Language Learners In U.S.-Based K-12 Context Through A Mobile App, Seyedjafar Ehsanzadehsorati
FIU Electronic Theses and Dissertations
In order to decrease teachers’ decisions of which vocabulary the focus of the instruction should be upon, a recent line of research argues that pedagogically-prepared word lists may offer the most efficient order of learning vocabulary with an optimized context for instruction in each of four K-12 content areas (math, science, social studies, and language arts) through providing English Language Learners (ELLs) with the most frequent words in each area. Educators and school experts have acknowledged the need for developing new materials, including computerized enhanced texts and effective strategies aimed at improving ELLs’ mastery of academic and STEM-related lexicon. Not …
A Collective Case Study On Vocabulary Instruction In Fifth Grade Classrooms, Farrukh Nazir
A Collective Case Study On Vocabulary Instruction In Fifth Grade Classrooms, Farrukh Nazir
Graduate Student Theses, Dissertations, & Professional Papers
In this qualitative research study, I investigated how vocabulary instruction takes place in two fifth-grade classrooms from both teachers’ and students’ perspectives. Vocabulary knowledge holds key importance in learning to read, academic success in all school subjects, and achievement in life beyond school (Graves, 2016. p.2). Due to the importance of vocabulary, Common Core State Standards (CCSS) also put an increased focus on the process of vocabulary acquisition. Recent vocabulary research has found that vocabulary instruction in classrooms is weak, thin, and not research-based (Carlisle, Kelcey & Berebitsky, 2013; Graves, 2016; Wright & Neuman, 2014). To investigate vocabulary instruction the …
The Effect Of A Self-Regulated Vocabulary Intervention On Word Knowledge, Reading Comprehension, And Self-Regulated Learning For Elementary English Language Learners, Qizhen Deng
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated …
A Literature Approach Program For A Sixth Grade Classroom, Leigh Ann Koenig
A Literature Approach Program For A Sixth Grade Classroom, Leigh Ann Koenig
All Graduate Projects
The purpose of this study was to create a reading program which encourages student-led discussion, exposes students to a variety of genres, and develops higher-level thinking. Strategies for using literature as the foundation of a reading program were examined. Evidence from the review of literature indicated that participation in literature response groups encouraged choice, social interaction, and promoted a deeper level of understanding. Instructional strategies, techniques, planning, and the role of the instructor in a literature program were dis.:ussed.
The Use Of Visual Arts For The Development Of Learning Activities For Teaching And As Model For Future Testing Of Four Areas Of Reading Comprehension, Thomas S. Wright
The Use Of Visual Arts For The Development Of Learning Activities For Teaching And As Model For Future Testing Of Four Areas Of Reading Comprehension, Thomas S. Wright
All Graduate Projects
The use of visual arts as a method for teaching vocabulary comprehension, literal comprehension, interpretive comprehension, and evaluative comprehension was investigated. Literature was cited on individuals and programs using visual arts as a method of teaching reading. Visual art related learning activities were developed from this information for use by classroom teachers and for future testing.
Reading Comprehension Learning Center, Pamela Joy Krocker
Reading Comprehension Learning Center, Pamela Joy Krocker
All Graduate Projects
The purpose of this project was the development of a reading comprehension learning center that reinforces comprehension skills at the literal, inferential, and evaluative levels, and which also provides practice with basic and sight vocabulary. The contents of this project included a review of the literature related to the topic, a description of objectives on which the cards were based, a description of the materials and methods used to construct the project, and an explanation of how to utilize the project in a primary classroom. Examples of the project including color photographs of the parts of the project that were …
Computer Assisted Instruction As Reinforcement To Initial Reading Instruction, Deborah Lemke
Computer Assisted Instruction As Reinforcement To Initial Reading Instruction, Deborah Lemke
All Graduate Projects
Computer drill and practice reading programs were developed to supplement basal instruction in first grade. The project was created to provide drill and practice on basal vocabulary and promote sight word acquisition. Five program types were developed. The programs were sequential in level of difficulty. Students were required to complete a sentence from which a word had been omitted. Responses varied from choosing from two given vocabulary words, choosing from familiar and unfamiliar rhyming words, and completing the spelling of a word.
Reading Strategies For Content Teachers, Constance Dallman Luna
Reading Strategies For Content Teachers, Constance Dallman Luna
All Graduate Projects
This project, designed for content teachers wishing to improve their students' reading skills, includes lesson plans, procedures, and materials for learning modules in the following content field reading problem areas: readability, vocabulary, diagnosis, questioning, using the textbook, organizing for instruction, and notetaking and listening. The key recommendation was that the project be seen as an evolving process and not as an end product.
Personalized Reading Program For Intermediate Grades, Pamela Kay Kelly
Personalized Reading Program For Intermediate Grades, Pamela Kay Kelly
All Graduate Projects
As the reading specialist in an elementary school, it was my responsibility to assist the classroom teachers with their reading program; specifically, with those students who were having difficulty. It was not feasible for me to meet with all who needed help; at the most, I could help forty-three students per week. The pace at which I had to function to assess and meet their individual needs became too great. In view of this situation, the following program was designed to stimulate every intermediate student's desire to read and to do so at his own pace.