Responsive Professional Development for Vocabulary Instruction

Anderson, Blythe E.; Gallagher, Melissa A.

doi:10.1080/01626620.2019.1616632

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…Given the unconfident practices of teachers like not knowing where to begin to form an instructional emphasis on word learning, vocabulary acquisition needs to be revised and supported with the learning tools and methods of the new era (Anderson & Gallagher, 2019). Over the past decades, education has changed with increased multimedia and active-learning practices; one is game-based learning, which designed over the material to be learned, and game-based learning can be used in pursuance of improving vocabulary acquisition performance of all learners.…”

Section: Recommendationsmentioning

confidence: 99%

An instructional design for vocabulary acquisition with a hidden disability of dyslexia

Coskun

Mitrani

2020

CJES

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The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case study in a real-life context with quantitative and qualitative evidence that relies on multiple data collection tools such as checklist, interviews, questionnaire and report cards of the learner. The results of the study demonstrated that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition. Keywords: Instructional design, learning disability, dyslexic learners, game-based learning.

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Section: Recommendationsmentioning

confidence: 99%

An instructional design for vocabulary acquisition with a hidden disability of dyslexia

Coskun

Mitrani

2020

CJES

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“…This may be, in part, because educators commonly report being unsure of how to support vocabulary development with their students. In a previous study (Anderson & Gallagher, 2019), a group of fourth‐ and fifth‐grade teachers and their instructional coach shared challenges they faced and questions they had about implementing effective vocabulary instruction. They identified making time for vocabulary instruction throughout the school day as a considerable challenge, and they questioned which words to teach and what instructional strategies to use to effectively teach new words.…”

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confidence: 99%

Vocabulary Talk Moves: Using Language to Promote Word Learning

Anderson

2023

The Reading Teacher

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Vocabulary knowledge plays a critical role in supporting text comprehension and broader learning across the school day. While school offers opportunities to build vocabulary knowledge, studies have shown that very little time is devoted to vocabulary instruction at the elementary level. This may be, in part, because educators commonly report being unsure of how to support students' vocabulary development. In this article, I present 10 vocabulary talk moves aligned with research on word learning and show how these moves were used in early‐elementary science lessons. Using these vocabulary talk moves can help educators promote word learning across the school day.

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Designing Professional Development to Support Teachers’ Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners

Ruiz

Gallagher

2020

Teaching Mathematics to English Language Learners

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Responsive Professional Development for Vocabulary Instruction

Cited by 4 publications

References 29 publications

An instructional design for vocabulary acquisition with a hidden disability of dyslexia

An instructional design for vocabulary acquisition with a hidden disability of dyslexia

Vocabulary Talk Moves: Using Language to Promote Word Learning

Designing Professional Development to Support Teachers’ Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners

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