Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English LearnersReport as inadecuate




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Reading Psychology, v37 n6 p833-866 2016

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added attention to orthographic and phonological word features. Increased attention to the spoken and printed word forms was associated with significantly greater gains in general vocabulary and word reading, and in taught-word spelling. Results suggest features of effective vocabulary instruction for young and English learner students.

Descriptors: Phonology, Vocabulary Development, Teaching Methods, Direct Instruction, English Language Learners, Spelling, Kindergarten, Language Proficiency, Word Frequency, Correlation, Reading Skills, Written Language, Pretests Posttests, Limited English Speaking, Urban Schools

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Author: Vadasy, Patricia F.; Sanders, Elizabeth A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3176&id=EJ1100465







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