Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

Townsend, Dianna; Filippini, Alexis L.; Collins, Penelope; Biancarosa, Gina

doi:10.1086/663301

Cited by 158 publications

(132 citation statements)

References 31 publications

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“…In L2 acquisition research it has been shown, for example, that knowledge of academic vocabulary makes an important "additional contribution to academic achievement" (Townsend, Filippini, Collins, & Biancarosa, 2012;cited in Gardner & Davies, 2013, p. 6), and is very important for success in higher education (Corson, 1997). In L2 pedagogy, such information has guided the setting of second language program objectives, specification of lexical syllabi, and recommendations for learner lexical foci in different stages of L2 learning (cf.…”

Section: Applications In L2 Educationmentioning

confidence: 99%

The relationship between academic vocabulary coverage and scores on a standardized English proficiency test

Paribakht

Webb

2016

Journal of English for Academic Purposes

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Section: Applications In L2 Educationmentioning

confidence: 99%

The relationship between academic vocabulary coverage and scores on a standardized English proficiency test

Paribakht

Webb

2016

Journal of English for Academic Purposes

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“…3 Sono inoltre molti gli studi che mettono in relazione la conoscenza del vocabolario accademico con le abilità di lettura accademica e il successo accademico (Cohen et al 1988;Nagy, Townsend 2012;Townsend et al 2012, ma si veda anche la sintesi di Gardner, Davies 2014).…”

Section: Gallina Studenti Internazionali In Mobilitàunclassified

La didattica delle lingue nel nuovo millennio

2018

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Qualunque parte di questa pubblicazione può essere riprodotta, memorizzata in un sistema di recupero dati o trasmessa in qualsiasi forma o con qualsiasi mezzo, elettronico o meccanico, senza autorizzazione, a condizione che se ne citi la fonte. Any part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without permission provided that the source is fully credited.Edizioni Ca' Foscari -Digital Publishing Università Ca' Foscari Venezia Dorsoduro 3246 | 30123 Venezia http://edizionicafoscari.unive.it/ ecf@unive.it 1a edizione maggio 2018 [ebook] Si dichiara che i testi del presente volume sono stati sottoposti a revisione dai membri del Comitato Scientifico. PatrocinioIl IV Congresso DILLE (Società di Didattica delle Lingue e Linguistica Educativa), La didattica delle lingue nel nuovo millennio: le sfide dell'internazionalizzazione, è stato organizzato con il patrocinio del Dipartimento di Studi Linguistici e Culturali Comparati, del Centro di Ricerca in Didattica delle Lingue Straniere e del Dottorato in Scienze del Linguaggio della Scuola Dottorale di Ateneo dell'Università Ca' Foscari Venezia.URL http://edizionicafoscari.unive.it/it/edizioni/libri/978-88-6969-228-4/ DOI 10.14277/978-88-6969-227-7/SR-13 La didattica delle lingue nel nuovo millennio. Le sfide dell'internazionalizzazione. Atti del IV Congresso della società di Didattica delle Lingue e Linguistica Educativa DILLE (Università Ca' Foscari Venezia, 2-4 febbraio 2017) / A cura di Carmel Mary Coonan, Ada Bier ed Elena Ballarin. -1. ed. Lettura e percorsi di semplificazione del testo Ricadute nella classe 'mobile' (e 'immobile') di italiano L2 Rossella Abbaticchio 57Child Language Brokering: la percezione degli studenti di origine straniera e dei rispettivi insegnanti Federica Ceccoli 71Spagnolo Lingua di Origine e Italstudio in un modello di educazione bilingue di tipo eteroglossico Elena Firpo, Laura Sanfelici 83 La certificazione glottodidattica DILS-PG Saperi testati e profilo degli iscritti all'esame di II livello Nicoletta Santeusanio 95La scuola del nuovo millennio: tra italiano, dialetti e altre lingue Raymond Siebetcheu 117Rilevare, osservare, consultare Metodi e strumenti per l'analisi del plurilinguismo nella scuola secondaria di primo grado Lorenzo Zanasi, Maria Stopfner 135 L'ITALIANO ALL'ESTEROMobilità degli studenti: quali competenze per garantirne la qualità? Studio di caso Samira Dlimi, Simone Giusti 151 La formazione degli insegnanti di italiano in AustriaScenari futuri e proposte operative Cristina Gavagnin 167 L'interculturalità nella didattica dell'italiano a Malta Marco Micallef, Sandro Caruana 185La formazione degli alfabetizzatori di adulti stranieri e la tipologia di corsi in Italia, Francia e Spagna Modelli a confronto Paolo Nitti 199 GLI STUDENTI UNIVERSITARI INTERNAZIONALI E L'ITALIANOL'approccio del Linguistic Landscape applicato alla didattica dell'italiano L2 per studenti internazionali Carla Bagna, Francesca Gallina, Sabrina Machetti 219Riflessioni e proposte ...

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“…This, of course, does not have to be the case. While AL instruction is gaining momentum, it is only just beginning to amass empirical support for bolstering language ability, reading comprehension levels, and content area knowledge (August, Branum-Martin, Cardenas-Hagan, & Francis, 2009;Carlo et al, 2004;Proctor et al, 2011;Townsend & Collins, 2009;Townsend, Filippini, Collins, & Biancarosa, 2012;Uccelli et al, 2014;. Therefore, we focus in this chapter on one facet of AL teaching for which the most empirical evidence has been amassed: academic vocabulary instruction.…”

Section: What Are Some Research-based Practices That Support Ells' LImentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

Cited by 158 publications

References 31 publications

The relationship between academic vocabulary coverage and scores on a standardized English proficiency test

The relationship between academic vocabulary coverage and scores on a standardized English proficiency test

La didattica delle lingue nel nuovo millennio

Improving Reading Comprehension of Middle and High School Students

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