¶ … Nelson and Stage (2007) was to assess the effects of contextually-based multiple meaning (i.e., words with multiple meanings) vocabulary instruction on student vocabulary knowledge and reading comprehension. To this end, groups of 3rd and 5th grade students were provided with the standard language arts instruction in isolation (in other words, non-specific treatment) or with contextually-based multiple meaning vocabulary instruction that was contained in the standard language arts instruction that is provided to all students over a 3-month period (Nelson & Stage, 2007). The results of this study showed that the students who were provided with the contextually-based multiple meaning instructions demonstrated statistically and educationally significant improvements in their vocabulary knowledge and reading comprehension overall compared to the group of students who received the non-specific treatment (Nelson & Stage, 2007). The results of this study also showed that the demonstrated improvements were most visible in the reading comprehension scores, and those students who had lower vocabulary knowledge and reading comprehensive achievement levels tended to achieve more significant improvements vs. those students with an average to high achievement level (Nelson & Stage, 2007). In sum, these researchers concluded that, "The results of this study indicate that vocabulary knowledge plays a critical role in people's lives and future possibilities" (Nelson & Stage, 2007, p. 2). These findings support the assertion that a robust vocabulary is a defining quality of educated people, and large vocabularies facilitate academic achievement in general and reading comprehension in particular There are two basic ways that vocabulary is learned: indirect and direct vocabulary instruction (Nelson & Stage, 2007). According to Nelson and Stage, "Indirect vocabulary building pertains to learning words primarily...
2). Consequently, the more opportunities that students have to participate in reading vocabulary exercises, the better likely that their reading comprehension and vocabulary knowledge will improve; however, there remains a dearth of timely and relevant research concerning indirect learning experiences in vocabulary development (Nelson & Stage, 2007).
Vocabulary Acquisition by English as a Second Language Learners This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research
The Context of the Classroom SettingAs a reflective and scholarly practitioner in the field of high school biology education, my primary aim is to build an environment that supports the growth of curiosity and that can also help to improve student learning outcomes. This action research project stems from the pedagogical philosophy of beginning with the end in mind, emphasizing the importance of evidence-based practices in enacting positive educational change.
" May (2003) emphasizes the need exists for greater technological sense and knowledge for all current and future students. Consequently, this need has led to incorporation of technology in classrooms settings, as technologies aim to increase students' intensity of wisdom, cooperation and text assessment. Today, literacy reading skills prove to be vital for both normal and special-needs students, as exposure to literacy encompasses more than books. In fact, the range
Auditory Learning Types According to Learnativity.com (2002), there is increasing evidence that auditory learners can be distinguished according to two types, the listeners, and the verbal processors. Both types prefer spoken messages, but the way in which they process this information best is distinct from each other. It has been indicated that auditory learners prefer to listen and to speak. However, it is becoming increasingly clear that not all auditory learners
Decoding: Identifying Improved Techniques and Approaches for Helping Children Learn to Read Because reading is essential to overall academic success, one of the most serious and explosive issues in the United States today is how to meet the educational needs of an increasingly diverse population of students with a wide range of developmental needs. The situation is urgent as well, since current trends in educational achievement suggest that millions of
Psycholinguistics: A Review Gamez, P., Lesaux, N., Rizzo, A. (2016). Narrative production skills of language minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37: 933-961. DOI: http://dx.doi.org.proxy.tamuc.edu/10.1017/S0142716415000314 The study by Gamez, Lesaux and Rizzo (2016) compares early-adolescent Spanish language speakers to same-age English-only language speakers in terms of narrative production skills. The researchers provided the subjects with picture books and then asked them to produce a narrative based on the
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