The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade

被引：18

作者：

Cena, Johanna ^{[1
]}

Baker, Doris Luft ^{[1
]}

Kame'enui, Edward J. ^{[1
]}

Baker, Scott K. ^{[1
]}

Park, Yonghan ^{[2
]}

Smolkowski, Keith ^{[3
]}

机构：

[1] Univ Oregon, Ctr Teaching & Learning, Eugene, OR 97403 USA

[2] Gangneung Wonju Natl Univ, Dept Educ, Kangnung 210702, Gangwon Do, South Korea

[3] Oregon Res Inst, Eugene, OR 97403 USA

来源：

READING AND WRITING | 2013年 / 26卷 / 08期

关键词：

Vocabulary; Spanish; English learners; Explicit intervention; TEACHING WORD MEANINGS; KNOWLEDGE; LANGUAGE; CHILDREN;

D O I：

10.1007/s11145-012-9419-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1289 / 1316

页数：28

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