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The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade |
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| Authors: | Johanna Cena Doris Luft Baker Edward J Kame’enui Scott K Baker Yonghan Park Keith Smolkowski |
| Institution: | 1. Center on Teaching and Learning, University of Oregon, Eugene, OR, USA 2. Department of Education, Gangneung-Wonju National University, 7 Jukheon-gil, Gangneung, Gangwon-do, 210-702, South Korea 3. Oregon Research Institute, Eugene, OR, USA |
| Abstract: | 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. |
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