What Is Academic Vocabulary?

Baumann, James F.; Graves, Michael F.

doi:10.1598/jaal.54.1.1

Cited by 109 publications

(70 citation statements)

References 8 publications

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“…A fundamental component of the transition lessons are the development of academic language defined as word knowledge deemed necessary for understanding teacher instruction and student texts (Baumann & Graves, 2010). A fundamental component of the transition lessons are the development of academic language defined as word knowledge deemed necessary for understanding teacher instruction and student texts (Baumann & Graves, 2010).…”

Section: Role Of Elpmentioning

confidence: 99%

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Baker

Burns²,

Kameenui

et al. 2016

Learning Disability Quarterly

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This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition ( n = 39) or a comparison condition ( n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed.

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Section: Role Of Elpmentioning

confidence: 99%

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Baker

Burns²,

Kameenui

et al. 2016

Learning Disability Quarterly

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“…These aspects of the mathematics register present several challenges due to the complexities of the English language. One complexity is the existence of multiple meanings for mathematic vocabulary and multiple terms that mean the same thing [37,38]. For example, "add them up," "the sum," "the total," "in all," and "altogether" are phrases used in reference to the addition operation, but these are not terms used in everyday language.…”

Section: Mathematics Register and The Language Of School Mathematics mentioning

confidence: 99%

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

2017

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This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.

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“…Vaughn et al (2013) evaluated the efficacy of a content acquisition and reading comprehension intervention delivered to students aged 13 -14 years. The content acquisition focus responds to the need for students to understand domain specific academic vocabulary (Bauman & Graves, 2010) in secondary schools. 419 students were randomly assigned to one of 27 classes; classes were then randomly assigned to intervention (16 classes and 261 students in total) or to control (11 classes and 158 students in total) conditions.…”

Section: Vaughn Et Al (2011) Examined the Effects Of Collaborative Smentioning

confidence: 99%

“…To access the secondary school curriculum a high level of reading competency is necessary (Kamil, 2003). Texts used at this level include domain specific academic vocabulary (Bauman & Graves, 2010) and if students are unable to decode these words and access their meanings this will likely impede their ability to learn important new concepts through reading experience. Roberts, Torgesen, Boardman, and Scammacca (2008) suggest that struggling adolescent readers can be categorised as those having little or poor early reading instruction or those provided with good early reading instruction but who are subsequently unable to acquire reading skills.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of reading interventions for secondary school students

Paul

Clarke

2016

International Journal of Educational Research

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A systematic review of interventions designed to improve the reading skills of secondary school students summarized the evidence base regarding effectiveness. Studies conducted between 1999 and 2014 which used a randomised controlled design were included. Eight studies were categorised according to whether they targeted multiple component reading skills or reading comprehension skills only. Regarding the former, three of the four studies employed computer-aided instruction; the evidence base suggests that this method is not effective. In studies targeting reading comprehension skills only, the evidence indicates low effect sizes on reading comprehension outcomes when measured using standardised tests.Tutor led one-to one support in word recognition or decoding using an RCT design, and interventions which directly target student's language comprehension, are needed.

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What Is Academic Vocabulary?

Cited by 109 publications

References 8 publications

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

A systematic review of reading interventions for secondary school students

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