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Discovering the best vocabulary teaching strategies for elementary students learning English as a second language

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dc.contributor.author Bryan, Julie L.
dc.date.accessioned 2008-06-05T15:13:22Z
dc.date.available 2008-06-05T15:13:22Z
dc.date.issued 2008-04-25
dc.identifier.citation Bryan, Julie L. (2008). Discovering the best vocabulary teaching strategies for elementary students learning English as a second language . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.75-76 en
dc.identifier.uri http://hdl.handle.net/10057/1366
dc.description Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. en
dc.description Research completed at the Department of Curriculum and Instruction, College of Education en
dc.description.abstract This research asks: What strategies work best for teaching vocabulary to English language learners? A systematic, direct, explicit approach was used by a reading intervention instructor to teach word recognition skills, teacher-selected vocabulary, and student-selected academic words to elementary students who were at various stages of learning English. The instructor provided a sheltered classroom and sought to motivate students to become involved with each other socially. The systematic, direct, explicit instruction involved the use of scripted lesson plans that covered calendar words, affixes, and strategies to use when unfamiliar words are encountered during contextual reading. Contextual reading included the use of library books and websites that provided information students needed to complete a multicultural quilt. Students were assessed using the following reading tests: the Scholastic Reading Inventory (SRI), Johns Individual Reading Inventory (IRI), and the Northwest Evaluation Association (NWEA). This research indicates that students who were consistently involved in this research were successful in building their bank of academic and social vocabulary. Students also became knowledgeable in the use of strategies to recognize unfamiliar words. Since the conclusion of this paper, two of the students involved in the original study are currently reading at grade level according to the Johns IRI and DIBELS. The other student no longer attends this school. en
dc.format.extent 143991 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University. Graduate School. en
dc.relation.ispartofseries GRASP en
dc.relation.ispartofseries v.4 en
dc.title Discovering the best vocabulary teaching strategies for elementary students learning English as a second language en
dc.type Conference paper en

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