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Full-Text Articles in Education
Core Subject Area Vocabulary Instructional Strategies For Middle School English Language Learners, Tiffany N. Waller
Core Subject Area Vocabulary Instructional Strategies For Middle School English Language Learners, Tiffany N. Waller
Walden Dissertations and Doctoral Studies
Academic vocabulary is one of the most important skills needed in language learning, but it may be difficult for students whose native language is not English. The purpose of this qualitative study is to investigate how classroom core subject teachers at Middle School 55 (pseudonym) perceive their ability to implement specific instructional model strategies to support explicit academic vocabulary building for ELL students. This study was grounded in Becker and Engelmann’s direct instruction framework for effective and efficient teaching and involved providing research-based principles for teachers supporting ELLs in middle school who are developing academic vocabulary skills. Open-ended semistructured interviews …
English Teachers' Perceptions Of Vocabulary Instruction In English Language Learners' Classrooms, Karima S. Ezzair
English Teachers' Perceptions Of Vocabulary Instruction In English Language Learners' Classrooms, Karima S. Ezzair
Walden Dissertations and Doctoral Studies
English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers' perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky's theory of development, the research questions of this study addressed ELL teachers' perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who …
Increasing The Vocabulary Acquisition Rate For Third Grade English Language Learners, Jennifer Dawn Pendergrass
Increasing The Vocabulary Acquisition Rate For Third Grade English Language Learners, Jennifer Dawn Pendergrass
Walden Dissertations and Doctoral Studies
Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to that of their peers. The purpose of this qualitative study was to identify strategies that increase the rate of vocabulary acquisition for ELLs. In this study, 10 third grade teachers were asked about their understanding of the second language vocabulary acquisition process, which vocabulary strategies they were using to …
Influence Of Technology On English Language Learners' Vocabulary, Reading, And Comprehension, Catherine Elizabeth Crum
Influence Of Technology On English Language Learners' Vocabulary, Reading, And Comprehension, Catherine Elizabeth Crum
Walden Dissertations and Doctoral Studies
Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory …
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students' Reading Scores, Ingrid Nadia Mitchell
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students' Reading Scores, Ingrid Nadia Mitchell
Walden Dissertations and Doctoral Studies
Black middle school students in the United States perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this study was to examine the effectiveness of a vocabulary-focused test preparation program for underachieving Black middle school students. Thorndike's concept of test-wiseness, a test-taking capacity, provided the theoretical foundation for the study. Research questions investigated the difference in reading test scores on the Discovery Education Assessment of underachieving Black middle school students who participated in a key vocabulary test preparation program and those who did not. An intact-group comparison was used in which …
Stakeholders' Perceptions Of English Language Learners Meeting Adequate Yearly Progress In Reading, Susan Calibo Loney
Stakeholders' Perceptions Of English Language Learners Meeting Adequate Yearly Progress In Reading, Susan Calibo Loney
Walden Dissertations and Doctoral Studies
English language learners (ELLs) in a Midwestern urban elementary school have not been meeting the local school's adequate yearly progress (AYP) in reading in 3 consecutive years on statewide test scores. Meeting school standards is important because failing to meet AYP for 6 consecutive years can result in the restructuring or closing of any public school in the nation. The rationale for this qualitative case study was to examine the perceptions of stakeholders, 7 parents, teachers, and school administrators, all of whom have demonstrated knowledge of and proximity to the school's AYP decisions, to develop vocabulary strategies that may increase …
The Relationship Among Esol Services, Vocabulary, And Reading Comprehension In Primary Grades, Cassandra Marie Arcila-Knortz
The Relationship Among Esol Services, Vocabulary, And Reading Comprehension In Primary Grades, Cassandra Marie Arcila-Knortz
Walden Dissertations and Doctoral Studies
With the growing English for speakers of other languages (ESOL) population in the United States, English instruction is becoming vitally important in schools. Despite this growing need, many schools are eliminating ESOL support services that promote English learning, and some schools are eliminating ESOL support services in primary grades. The purpose of this quantitative study was to determine whether providing ESOL support in kindergarten improved students' reading level, vocabulary, and reading comprehension. Vygotsky's social learning theory and theory of proximal development provided the theoretical framework of the study. The research questions concerned differences in comprehension scores, vocabulary scores, and reading …