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Research Findings: Mental state verbs (MSV), a component of literate and academic language, may facilitate vocabulary growth, as they relate to metacognitive and metalinguistic awareness as well as decontextualized talk, all of which have been associated with vocabulary growth. In this study, we examined teacher MSV use in group content instruction and book reading in Head Start classrooms (N = 49) to determine the prevalence of teachers’ use of MSV. We sought to determine whether there was an association between teachers’ MSV use and children’s (N = 402) receptive and expressive vocabulary scores across 1 year of preschool. Results from hierarchical linear modeling revealed that teachers’ use of MSV in group content instruction was positively associated with children’s end-of-year receptive, but not expressive, vocabulary scores. No significant relations emerged for book reading. Positive associations between MSV in which the child was the referent of the verb and children’s receptive vocabulary were found, which indicates a potential scaffolding effect. Practice or Policy: Results indicate that teachers should consider including MSV in their content-rich instruction and provide support by placing the child as the referent of the verb. Additional instructional implications are addressed. 相似文献
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Sharolyn D. Pollard-Durodola Jorge E. Gonzalez Laura Saenz Nora Resendez Oiman Kwok Leina Zhu 《Early education and development》2018,29(2):245-265
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281 Spanish-speaking DLLs from their classrooms at the class level to either a content-enriched interactive book-reading intervention or a thematic content-related vocabulary-only condition. Screened using the preLAS®, the DLLs were selected for the study based on their scores at the prefunctional and beginning levels of English proficiency. Intervention and comparison bilingual teachers implemented the assigned instructional approach in small groups, for 20 min daily, for 18 weeks. Based on the results of multilevel models, findings indicated pre- to posttest growth on taught words for each instructional condition, with no significant effects on standardized English language measures. Practice or Policy: Results suggest that preschool DLL children benefit from the systematic use of interactive content-enriched shared book-reading vocabulary instruction or direct teaching of content vocabulary when instruction integrates language interaction opportunities with higher cognitive talk and scaffolds. The vocabulary-only routine is a cost-effective approach but may not replace the broader benefits of reading books. 相似文献
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Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment. 相似文献
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Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions 
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下载免费PDF全文 This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
- Electronic glosses foster reading comprehension and vocabulary acquisition.
- There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
- This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
- This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
- This study evaluates the interaction between the multiple gloss types and the learning orientations.
- This study provides both pedagogical and theoretical implications.
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《Contemporary educational psychology》2002,27(2):147-166
Teachers' practices are directly tied to their beliefs or theories about instruction. The purpose of the present study was to develop an instrument to measure primary grade teachers' theoretical orientations about writing instruction, provide construct validation for this instrument, and describe teachers' beliefs about writing instruction in the early grades. Factor analysis of responses from a nationwide sample of primary grade teachers yielded three distinct dimensions, measuring beliefs about the role of explicit instruction, correctness in students' writing, and natural learning methods. The validity of the instrument was supported by findings showing that teachers' orientations were related to classroom writing practices in a predictable and reliable manner. Finally, most of the participating teachers emphasized both explicit instruction as well as incidental and informal methods of learning (i.e., the natural learning) in their theory of writing instruction for young children, while downplaying the importance of correctness in writing. 相似文献
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To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students’ language development. To support pre-service elementary science teachers (PSTs) in making language planning an explicit part of their science lessons, we created the Academic Language Planning Organizer (ALPO). The purpose of this study was to determine the effectiveness of the ALPO on two levels: first, by examining participants’ interactions with the ALPO as they identified academic language features, objectives and supports; and second, by exploring the ways that participants translated identified language supports to planned science activities. Findings indicated that, when using the ALPO, PSTs identified clear language functions and relevant vocabulary terms, and also frequently developed clear, observable and measurable language objectives. When lesson planning, PSTs were largely successful in translating previously identified language supports to their lesson plans, and often planned additional language supports beyond what was required. We also found, however, that the ALPO did not meet its intended use in supporting PSTs in identifying discourse and syntax demands associated with specific academic language functions, suggesting that revisions to the ALPO could better support PSTs in identifying these academic language demands. Implications for supporting PSTs’ planning for and scaffolding of science academic language use are presented. 相似文献
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Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2 groups of teachers in their implementation of research-based practices. HS teachers implemented vocabulary instruction practices during shared reading more often, and chose different words to instruct, than private school teachers. Whereas 78% of HS teachers provided some vocabulary instruction during shared reading, only 59% of private school teachers did so. Among those teachers who provided vocabulary instruction during shared reading, HS teachers used significantly more contextualization strategies for word instruction than private school teachers. These findings suggest that preschool teachers who work with children from high-needs backgrounds use vocabulary instruction during shared reading as a way to bolster children’s vocabularies more frequently than teachers working in private preschools that serve children from more privileged backgrounds. Extratextual language was also compared, and private school teachers had a higher mean length of utterance and type–token ratio than the HS teachers. Practice or Policy: Professional development is recommended for preschool teachers to increase the implementation of best practices for vocabulary instruction during shared reading. 相似文献
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Shayne B. Piasta Carol McDonald Connor Barry J. Fishman Frederick J. Morrison 《Scientific Studies of Reading》2013,17(3):224-248
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction. 相似文献
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Ailie Cleghorn David Mtetwa Ruth Dube Cribert Munetsi 《International journal of qualitative studies in education》2013,26(3):463-477
This article is concerned with language use in mathematics lessons in settings where the language of instruction is a second language for all or most of the learners. Four lessons taken from primary schools in Montreal and in Zimbabwe are compared, illustrating ways in which teachers in each setting couple development of the target second language with teaching of subject content. By doing so, we believe that instruction is effective in helping children to make the shift from the primary school emphasis on computing numbers to the secondary level emphasis on solving problems; in the long term children are also better prepared for the language-related demands of higher education. 相似文献
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Katherine N. Peeples Allison M. Kroesch Victoria J. VanUitert 《Learning disabilities research & practice》2023,38(2):129-143
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction. 相似文献
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Annie Duguay Dorry Kenyon Erin Haynes Diane August Tiffany Yanosky 《Reading and writing》2016,29(2):321-347
This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers. 相似文献
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Tricia A. Zucker Emily J. Solari Susan H. Landry Paul R. Swank 《Early education and development》2013,24(3):366-392
Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy and language skills. However, few studies to date have studied the feasibility of tiered oral language interventions before kindergarten; therefore, this pilot study explored the effectiveness of such an approach in prekindergarten. Teachers in 39 classrooms were randomly assigned to an experimental or comparison condition that contrasted the implementation of an intervention that had both Tier 1 (whole group) and Tier 2 (small group for at-risk children) components. The pilot study included only 4 weeks of teacher-administered intervention. Despite this short duration, a significant and large effect size (d = .81) was observed for the experimental group on a receptive target vocabulary assessment. No significant changes were found on measures of vocabulary fluency, expressive target vocabulary, or listening comprehension. It is important to note that teachers’ fidelity in implementing the intervention as designed was a significant predictor of children's learning. Practice or Policy: These findings suggest the potential promise of the multitiered instructional framework, especially when teachers can be supported in ways that ensure adequate fidelity of implementation. Implications for use in prekindergarten response-to-intervention models are discussed. 相似文献
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Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains. 相似文献
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This study investigated the relation between teachers’ (N = 22) use of sophisticated and complex language in urban middle‐school classrooms and their students’ (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers’ speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students’ vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students’ vocabulary skills and teachers’ language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students’ beginning‐of‐the‐year scores, students’ end‐of‐the‐year vocabulary skills were positively related to teachers’ use of sophisticated vocabulary and complex syntax, but not teachers’ total amount of talk. 相似文献
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Dianna Townsend Cynthia Brock Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347
To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared. 相似文献
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Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
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Johanna Cena Doris Luft Baker Edward J. Kame’enui Scott K. Baker Yonghan Park Keith Smolkowski 《Reading and writing》2013,26(8):1289-1316
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed. 相似文献