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The effect of a self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning for elementary English language learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The effect of a self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning for elementary English language learners./
作者:	Deng, Qizhen.
面頁冊數:	1 online resource (206 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781339664279

The effect of a self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning for elementary English language learners.
Deng, Qizhen.

The effect of a self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning for elementary English language learners. - 1 online resource (206 pages)

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2016.

Includes bibliographical references

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children's English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves' (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk's (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339664279Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The effect of a self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning for elementary English language learners.
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504 $a Includes bibliographical references
520 $a English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children's English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves' (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk's (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session.
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