Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

Autor/inn/en	Vadasy, Patricia F.; Sanders, Elizabeth A.
Titel	Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners
Quelle	In: Reading Psychology, 37 (2016) 6, S.833-866 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1116477
Schlagwörter	Phonology; Vocabulary Development; Teaching Methods; Direct Instruction; English Language Learners; Spelling; Kindergarten; Language Proficiency; Word Frequency; Correlation; Reading Skills; Written Language; Pretests Posttests; Limited English Speaking; Urban Schools; Peabody Picture Vocabulary Test; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Fonologie; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schreibweise; Language skill; Language skills; Sprachkompetenz; Word analysis; Frequency; Wortanalyse; Häufigkeit; Korrelation; Reading skill; Lesefertigkeit; Geschriebene Sprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added attention to orthographic and phonological word features. Increased attention to the spoken and printed word forms was associated with significantly greater gains in general vocabulary and word reading, and in taught-word spelling. Results suggest features of effective vocabulary instruction for young and English learner students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11