This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings.
The present study investigated preschoolers' knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment administered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were compared. A total of 60 target words were selected from the glossaries of basal readers, and two test forms of 30 words each were created with four illustrations per word plate. Rasch analyses carried out on the entire preschool sample and on separate samples of DLLs and MELs showed that the ranking of target words by difficulty was similar for DLLs and MELs, but the groups differed in mastery of target words. Language status and level of general vocabulary knowledge were stronger predictors of word difficulty than age for this sample of preschoolers. Findings suggest MELs and DLLs learn English words in a similar order, but further research is needed to support this conclusion.
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
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