Vocabulary learning has long been considered one of the essential components of literacy instruction (International Reading Association, 2001; National Reading Panel, 2000). Recently, members of the National Literacy Panel on Language-Minority Children and Youth have maintained the need to research how English language learners develop their literacy skills (August a Shanahan, 2006). This is critical because of the ever-increasing linguistic heterogeneity in classrooms. The purpose of this study was to investigate instructional strategies that may increase vocabulary learning for English language learners in their middle school years. It was of interest to determine which intervention best facilitated vocabulary learning: (a) read alouds with explanations of target words and an orthographic cue; (b) read alouds with explanations of target words; or (c) read alouds with neither explanations of target words nor an orthographic cue. In a public school district in Northwestern United States, 50 of the potential 52 English language learners in grades 5 through 9 enrolled in the state's Transitional Bilingual Instruction Program participated in the study. A repeated-measures ANOVA was conducted using vocabulary posttest scores to analyze differences among 3 levels of the factor Condition: (a) Read/Explain/Spell; (b) Read/Explain; and (c) Read. Significant difference was found, Wilks's lambda, I = .24, F(2, 48) = 75.35, p = .00, multivariate eta2 = .76. Three planned pairwise comparisons with a Holm's sequential Bonferroni procedure were conducted, all of which were significant, and effect sizes were calculated using pooled Cohen's d: (a) Read/Explain/Spell and Read/Explain, t(49) = 8.529, p = .000, d = 1.267; (b) Read/Explain and Read, t(49) = 3.512, p = .001, d = .543; and (c) Read/Explain/Spell and Read, t(49) = 12.018, p = .000, d = 2.039. These results showed reading aloud coupled with in-flight word explanations and an orthographic cue significantly increased vocabulary learning for English language learners. Implications for instructional practices for second-language learners during their middle school years are included.It is recognized, however, there are innumerable factors that may influence vocabulary learning and comprehension. Purpose of the Study This study explored instructional strategies that potentially enhance vocabulary learning for Englishanbsp;...
|Title||:||Instructional Strategies to Enhance English Language Learners' Vocabulary Acquisition|
|Author||:||Debra L. Otterby|
|Publisher||:||ProQuest - 2009|