A Vocabulary-Added Reading Intervention for English Learners At-Risk of Reading Difficulties

Autor/inn/en	Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill M.
Titel	A Vocabulary-Added Reading Intervention for English Learners At-Risk of Reading Difficulties
Quelle	In: International Journal of Special Education, 27 (2012) 3, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Intervention; Semantics; Reading Difficulties; Second Language Learning; Emergent Literacy; Phonological Awareness; Vocabulary Development; At Risk Students; Intermode Differences; Spanish Speaking; English Language Learners; Control Groups; Experimental Groups; Morphology (Languages); Elementary School Students; Instructional Effectiveness; Effect Size; Achievement Gains; English Instruction; California + Suchen Sie Ihr Suchwort? Semantik; Reading difficulty; Leseschwierigkeit; Zweitsprachenerwerb; Frühleseunterricht; Wortschatzarbeit; Morphology; Morphologie; Unterrichtserfolg; Achievement gain; Leistungssteigerung; English langauage lessons; Englischunterricht; Kalifornien
Abstract	This study examined the added value of a vocabulary plus phonological awareness (vocab+) intervention against a phonological awareness (PA only) intervention only. The vocabulary intervention built networks among words through attention to morphological and semantic relationships. This supplementary classroom instruction augmented existing literacy curriculum in a 71 primarily Spanish-speaking English Learners (EL) in grade one, many "at-risk" of reading difficulty. Vocab+ lessons drew from expository text, and words were revisited throughout the program. The PA only group received a previously validated phonological awareness and decoding instruction with no vocabulary instruction. The treatment group (vocab+) spent 30% of the intervention on PA and decoding. Students demonstrated expected gains in vocabulary, while maintaining gains in phonological decoding equivalent to those of the PA only group. This study demonstrates initial justification for dedicating limited instructional minutes to vocabulary building in early literacy interventions while still dedicating a small portion of time to phonological awareness and decoding. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10