The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition wer...

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Veröffentlicht in:	Reading & writing Jg. 31; H. 4; S. 965 - 989
Hauptverfasser:	August, Diane, Artzi, Lauren, Barr, Christopher, Francis, David
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.04.2018 Springer Springer Nature B.V
Schlagworte:	Academic Discourse Academic Language Assignment Bilingual Education Bilingualism Classrooms Cognates Comparative Analysis Control Groups Definitions Direct Instruction Education Elementary education Elementary School Students English English (Second Language) English as a second language learning English language English Language Learners English Learners Experimental Groups Grade 2 Intervention Language and Literature Language of Instruction Language Usage Learning Linguistics Literacy Native Language Neurology Psycholinguistics Reading Processes Second Language Learning Singing Social Sciences Songs Spanish Spanish language Spanish Speaking Spelling Teachers Teaching Teaching Methods Time on Task Transitional Programs Vocabulary Vocabulary Development Word Recognition Words Writing Instruction Extended vocabulary instruction Abstract and concrete non-cognates Abstract and concrete cognates Embedded vocabulary instruction Young English learners
ISSN:	0922-4777, 1573-0905
Online-Zugang:	Volltext
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