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Enhancing Academic Vocabulary Learning in English Language Learners : = Applications of the Cognitive Principles of Elaboration and Retrieval Practice in Intervention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Enhancing Academic Vocabulary Learning in English Language Learners :/
其他題名:	Applications of the Cognitive Principles of Elaboration and Retrieval Practice in Intervention.
作者:	Roling, Katharine L.
面頁冊數:	1 online resource (141 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355074383

Enhancing Academic Vocabulary Learning in English Language Learners : = Applications of the Cognitive Principles of Elaboration and Retrieval Practice in Intervention.
Roling, Katharine L.

Enhancing Academic Vocabulary Learning in English Language Learners :Applications of the Cognitive Principles of Elaboration and Retrieval Practice in Intervention. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Includes bibliographical references

School systems in the United States are contending with diverse student populations that may require new approaches to teaching. A large proportion of this diversity stems from language differences, and schools are increasingly encountering a number of students who do not speak English as their first language (English language learners, or ELLs). These students are often behind their English-speaking peers in size of vocabulary. More importantly, these students often struggle to develop academic vocabulary, or an understanding of the words used to communicate academic content. Vocabulary has been found to be implicated in reading fluency and comprehension, and thus is strongly related to school achievement. Because cognitive psychology has provided insight into the benefits of retrieval practice and deep processing through elaboration for strengthening learning and memory, researchers have hypothesized that these principles can be applied in educational settings to enhance learning in school-age children. The current study investigates whether incorporating such cognitive principles into supplemental instruction is an effective means of increasing the academic vocabulary and reading proficiency of ELLs. An incremental rehearsal intervention method was examined using single-case methodology. Results revealed promising positive effects of the intervention on academic vocabulary knowledge, but provided less support for the extension of these effects to improvement of reading fluency and comprehension.

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

Mode of access: World Wide Web

ISBN: 9780355074383Subjects--Topical Terms:

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

554714
Electronic books.

Enhancing Academic Vocabulary Learning in English Language Learners : = Applications of the Cognitive Principles of Elaboration and Retrieval Practice in Intervention.
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504 $a Includes bibliographical references
520 $a School systems in the United States are contending with diverse student populations that may require new approaches to teaching. A large proportion of this diversity stems from language differences, and schools are increasingly encountering a number of students who do not speak English as their first language (English language learners, or ELLs). These students are often behind their English-speaking peers in size of vocabulary. More importantly, these students often struggle to develop academic vocabulary, or an understanding of the words used to communicate academic content. Vocabulary has been found to be implicated in reading fluency and comprehension, and thus is strongly related to school achievement. Because cognitive psychology has provided insight into the benefits of retrieval practice and deep processing through elaboration for strengthening learning and memory, researchers have hypothesized that these principles can be applied in educational settings to enhance learning in school-age children. The current study investigates whether incorporating such cognitive principles into supplemental instruction is an effective means of increasing the academic vocabulary and reading proficiency of ELLs. An incremental rehearsal intervention method was examined using single-case methodology. Results revealed promising positive effects of the intervention on academic vocabulary knowledge, but provided less support for the extension of these effects to improvement of reading fluency and comprehension.
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