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Full-Text Articles in Education
Incidental Vocabulary Acquisition In Middle School: An Examination Of Three Instructional Conditions, David B. Lee
Incidental Vocabulary Acquisition In Middle School: An Examination Of Three Instructional Conditions, David B. Lee
All Graduate Theses and Dissertations
The importance of vocabulary knowledge gained through incidental learning is well documented. The growth of incidental vocabulary knowledge is especially crucial for middle school students due to the complex words encountered in their studies. However, research on incidental vocabulary acquisition for middle school students is lacking. The purpose of this study was to compare the relative effectiveness of three instructional conditions (reading, writing, and reading and writing) on incidental vocabulary acquisition and retention with middle school students in an English as a first language (L1) environment. In this within subjects repeated measure study, 263 eighth-grade participants received treatment in three …
From "Struggling" To "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities, Dustin H. Drake
From "Struggling" To "Example": How Cross-Age Tutoring Impacts Latina Adolescents' Reader Identities, Dustin H. Drake
All Graduate Theses and Dissertations
The achievement gap has long been viewed as a persistent shortcoming of the public education system in the U.S. The achievement gap also highlights the challenges faced by Latino populations with educational achievements and future employment prospects. The purpose of this multiple-case study was to describe how four Latina adolescents, each of whom identified herself as a struggling or “not good” reader, reauthored their reading identities by acting as reading tutors to elementary students. This study combined elements of narrative inquiry with multiple case study research. The four participants—Paula, Lucia, Cassandra, and Amaia (all names are pseudonyms)—were selected from a …
Investigating Linguistic, Literary, And Social Affordances Of L2 Collaborative Reading, Joshua Thoms, Frederick J. Poole
Investigating Linguistic, Literary, And Social Affordances Of L2 Collaborative Reading, Joshua Thoms, Frederick J. Poole
Languages, Philosophy, and Communication Studies Faculty Publications
This exploratory study analyzes learner–learner interactions within a virtual environment when collaboratively reading Spanish poetry in a Hispanic literature course at the college level via an ecological theoretical perspective (van Lier, 2004). The goals of the study are (a) to present empirical data that illustrate the theoretical construct of affordance in a virtual, collaborative reading environment, and (b) to investigate the pedagogical ramifications of using a digital annotation tool to involve learners in collaborative reading. Three distinct types of affordances emerged in the data: linguistic, literary, and social affordances. Our findings indicate that the number of literary and social affordances …