The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children

Wood, Carla; Fitton, Lisa; Petscher, Yaacov; Rodriguez, Estrella; Sunderman, Gretchen; Lim, Taehyeong

doi:10.1044/2018_jslhr-l-17-0368

Cited by 26 publications

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References 71 publications

(118 reference statements)

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“…These active ingredients include the frequency of shared reading, adults’ use of language during reading (Gesell, Wallace, Tempesti, Hux, & Barkin, 2012), as well as rich explanation of words (Collins, 2010). Other studies have highlighted specific strategies employed during shared reading, such as dialogic reading strategies (Reese, Leyva, Sparks, & Grolnick, 2010), preview/review (Leacox & Wood Jackson, 2014), children’s story creations or retells (Bernhard, Winsler, Bleiker, Ginieniewicz, & Madigan, 2008), and the incorporation of home language (Lugo-Neris et al, 2010; Wood et al, in press). Although effective shared reading interventions vary in the specific features employed, the language-rich interactions that occur during shared reading and the resulting creation of a literacy-rich environment appear to contribute to their success and continued use and popularity.…”

Section: Shared Reading As An Early Intervention Approachmentioning

confidence: 99%

Shared Book Reading Interventions With English Learners: A Meta-Analysis

Fitton

McIlraith

Wood

2018

Review of Educational Research

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The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners' outcomes. Children's developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

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Section: Shared Reading As An Early Intervention Approachmentioning

confidence: 99%

Shared Book Reading Interventions With English Learners: A Meta-Analysis

Fitton

McIlraith

Wood

2018

Review of Educational Research

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“…In this activity the teacher assesses the child through the task of retelling the contents of the reading, the teacher assesses the aspects of students' courage to find out who the students dare to speak. The significant effects of vocabulary interventions in reading books according to Wood et al, (2018), about labeling and understanding of words provide some evidence for the effectiveness of computer-assisted or print book intensive vocabulary instruction that includes definitions, bridges to language understanding, repetition, and morphology for speaking skills in kindergarten child and first grade elementary school. A feasible and effective approach to using rich, additional vocabulary instruction can have positive implications for elementary school children who face challenges in providing effective vocabulary instruction for speech.…”

Section: Discussionmentioning

confidence: 99%

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

Yarmi

2019

jpud

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

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“…All children in the current study were participants in a larger study, funded by the Institute of Education Sciences, designed to develop a vocabulary intervention program to facilitate English vocabulary learning for DLLs (Wood et al, in press). The larger project did not involve direct instruction on narratives or explicitly teach verbs or syntax.…”

Section: Methodsmentioning

confidence: 99%

School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners

Wofford

Wood

2018

Communication Disorders Quarterly

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Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and accuracy of microstructural elements using the Narrative Assessment Protocol (NAP; Pence, Justice, & Gosse, 2007), (b) percentage of grammatical utterances, and (c) types of verb errors. Prepositional phrases, elaborated noun phrases, irregular past tense verbs, and copula verbs were the most prevalent grammatical forms. Omission errors were the most prevalent verb error type. DLLs’ narrative retells revealed significantly increased number of total NAP codes and diversity of NAP codes. Grammaticality of utterances increased from approximately 77% to 87% from fall to spring. All verb errors types decreased over the academic year. Direct feature coding approaches are useful for tracking developmental progress in DLLs’ retells.

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The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children

Abstract: Computer-assisted vocabulary instruction with scaffolding through Spanish explanations, repetitions, and highlighted morphology is a promising approach to facilitate word learning for ELs in kindergarten and 1st grade.

Cited by 26 publications

References 71 publications

Shared Book Reading Interventions With English Learners: A Meta-Analysis

Shared Book Reading Interventions With English Learners: A Meta-Analysis

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners

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