Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment

Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners

“…Specifically, professional development that encourages and prepares teachers to focus on specific dimensions of reading engagement, such as self-efficacy for using comprehension strategies or the use of meaningful academic choices to further students' interests, can help teachers become inclusive and concrete in their daily practice about the cognitive, behavioral, and motivational dimensions of engagement. Researchers and practitioners alike have focused on how to motivate the learning of L2 students for several years now; however, the inclusion of specific practices to support reading engagement and its measurement has only been investigated more recently (e.g., Taboada & Rutherford, 2011). Further research in this area is needed.…”

Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

“…A few studies on ELs' engagement have emerged during the last decade, but these have been limited to the impact of interventions on dimensions of reading motivation, rather than engagement (e.g., Proctor, Daley, Louick, Leider, & Gardner, 2014;Taboada & Rutherford, 2011;Taboada Barber et al, 2015) or to qualitative reports on broad aspects of engagement (e.g., Cho, Xu, & Rhodes, 2010). To our knowledge, none of these empirical accounts have explored ELs' engagement over time at the individual student level using student self-reporting, and teacher and researcher observations.…”

“…Those studies that have been conducted provide some initial insight into the engagement of ELs, but more work is needed. For instance, empirical efforts exploring ELs' reading engagement in descriptive (Taboada Barber & Buehl, 2013) and intervention studies (e.g., Preciado, Horner, & Baker, 2009;Taboada & Rutherford, 2011;Taboada Barber et al, 2015) have demonstrated that engagement plays a positive role in students' reading achievement. However, these investigations have been at the group level.…”

University Students’ Beliefs on Communicating Meanings: Justifying the Language Policy

“…English Language Teaching (ELT) as a code to native users has attracted research attention (Helfrich & Bosh, 2011;Pettit, 2011;Baurain, 2011;Nag & Snowling, 2012;Peercy, 2011;Taboada & Rutherford, 2011;Seedhouse, 2010;Howard, 2010). Moreover, research on how English as Foreign Language (EFL) is taught to foreigners living in USA and UK is overwhelming (Ortiz et al, 2011;Safford & Drury, 2013;Li & Walsh, 2012;Fysh, 1990;Palmer, 2011;Parkes & Ruth, 2011;Hashimoto & Lee, 2011;Mumin, 2011;Simon & Taverniers, 2011;Johnson, 2012;Dubetz & de Jong, 2011).…”

“…Limitedness in proficiency and literacy skills in English may be a barrier to mobility (Batalova & Fix, 2010). In order to acquire a language, Taboada and Rutherford (2011) affirm that one has to learn a wider variety of vocabulary, word classes, syntax, phonemes, and inflections as well as the language's social-cognitive dimensions. Despite being widely a favourite to many nonnatives, it could be one of the languages where native users hardly tolerate those who "cannot speak with an accent" i.e.…”