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1.
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   

2.
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.  相似文献   

3.
Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children’s language. Policy implications, directions for future research, and study limitations are noted.  相似文献   

4.
Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system.  相似文献   

5.
This article documents the efforts by Mexican Americans to challenge school segregation in Arizona in the first half of the twentieth century. As in Texas and California, although state law never formally mandated the segregation of Mexican American students, school districts in Arizona often established separate “Mexican Schools” for Mexican American students. While districts argued that segregation was necessary because of students' poor English skills, the segregation of Mexican American students in Arizona's public schools was not an isolated practice but occurred in tandem with other discriminatory practices that restricted the social rights of Mexican Americans, many of whom were American citizens. However, Mexican Americans challenged segregation in the courts. Notably, in Gonzales v. Sheely, a case heard in the United States District Court of Arizona in 1950, Judge Dave Ling declared segregation unconstitutional over three years before the Supreme Court's historic decision in Brown v. Board (1954).  相似文献   

6.
In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students, advice for American teachers, and Mexican students’ motivation for learning English. Respondents averaged 4 years of teaching English at various levels ranging from elementary to university. Half of the teachers had received some K-12 education in the U.S. Respondents held generally positive views regarding the U.S. educational system, but felt American teachers could do a better job in teaching Mexican immigrant students. They offered numerous linguistic and culturally responsive suggestions for improving upon the learning of English and the academic performance of immigrant students.  相似文献   

7.
This article analyzes the legal classification of Mexican Americans as “other white” as argued in a number of critical court cases that beginning in the 1930s up to the 1970s attempted to desegregate public schools in Texas. Since the Texas constitution declared school segregation as being only for “colored children,” Mexican Americans in their fight against de facto segregation sought to claim their legal classification as white. My objective is to further analyze these cases as presented in the literature in order to examine what the relationship between Mexican American whiteness as a legal category versus their “otherness” as a social category says about the vital role of public schools in reproducing, as well as creating, social, political, and economic marginalization.  相似文献   

8.
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.
What this paper adds
  • 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.
Implications for theory, policy or practice
  • This study provides both pedagogical and theoretical implications.
  相似文献   

9.
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

10.
Children's voluntary reading positively correlates with school grades, vocabulary growth, reading comprehension, verbal fluency, general information, and attitudes towards reading. Drawing on qualitative interviews collected alongside six waves of longitudinal survey data in an urban setting in eastern USA, We argue that voluntary reading by adolescents also provides learning opportunities that scaffold identity formation, afford ‘spaces’ where youth rehearse and relationally enact gender roles, ethnic/racial identification, and fashion educational aspirations. The interviews with African American and European American youth were conducted in five visits and spanned 3 years through senior high school and 1 year post-high school. Methods of inductive and narrative analysis identified patterns of benefits and potential drawbacks of voluntary reading. Amount of voluntary reading was affected by school, family, and social and work commitment pressures, and fulfilled a number of broad roles. What and how youth were reading was as important as the amount. Significantly, reading allowed adolescents to explore possible selves—an interest in historical figures helped one African American male to develop values resisting stereotypes of male or African American, just as an African American female came to resist conforming to gender and racial stereotypes in dress and occupational ambitions. Relationships between voluntary reading habits, family context and educational aspirations were identifiable for a number of the interviewees.  相似文献   

11.
Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors—vocabulary—while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.  相似文献   

12.
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR.  相似文献   

13.
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.  相似文献   

14.
Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children’s vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children’s answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement.  相似文献   

15.
This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words. Results indicate that significant vocabulary learning occurred on each measure and that certain words were easier to learn for certain types of readers. Controlling for other predictors in the model, reader characteristics like morphological awareness, reading comprehension, and language background were significant predictors of vocabulary learning, but not word reading fluency. Also, word characteristics like morphological family size and opaqueness were significant predictors of word difficulty but not number of morphemes or frequency of the word or root-word or affix. Controlling for other predictors in the model, morphological learning activities supported vocabulary learning for all 3 aspects of word knowledge. Implications for theory and instruction are discussed.  相似文献   

16.
The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics‐vocabulary understanding of fifth‐grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD‐only), reading difficulty without mathematics difficulty (RD‐only), and combined mathematics and reading difficulties (MDRD). On the mathematics‐vocabulary measure, students with MD‐only or RD‐only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD‐only or RD‐only.  相似文献   

17.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

18.
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children’s breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no “testing effect” was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback.  相似文献   

19.
Content (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K-ABC) was investigated with 100 Mexican American and 100 White fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic status (SES) backgrounds. An item-group (partial correlation) method that controlled for age, sex, and ability was used to examine bias. On the Mental Processing Scales, 17 (14%) of 120 items were found to be biased—the strong majority against the Mexican American children. On the Achievement Scale, it was observed that 58 (63%) of 92 K-ABC items were biased—all against the Mexican American sample. This latter finding is discussed in the context of possible differences in learning opportunities (language based, SES based, and school segregation) experienced by the two ethnic groups.  相似文献   

20.
词汇附带习得是英语词汇学习的一个重要途径.介绍词汇附带习得的理论研究,分析阅读任务、词频以及学习者自身词汇量的大小及词汇学习方法和策略等因素对词汇附带习得的影响,提出一些教学建议以期提高和促进英语阅读教学.  相似文献   

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