Supporting Vocabulary Development of ELLs with the Word Generation Program
There is a persistent achievement gap between English language learners and English monolinguals on standardized achievement measures of reading comprehension for American eighth-graders. Language minority status is one of a host of indicators that has been identified as partially responsible for these stark differences in reading ability. This is based on evidence that early language exposure is a predictor of word learning, and that vocabulary levels are increasingly correlated with reading comprehension as students progress through elementary and secondary school. This paper first reviews what we know about English language learners at the secondary level in US schools. We then present a review of some data from a quasi-experimental study of the Word Generation program in eight American middle schools. The last section provides analysis of what academic vocabulary words English language learners in the program learned well.
Joshua Lawrence Catherine Michener Catherine Snow Claire White
Harvard Graduate School of Education
国际会议
2009 International Conference on Applied Linguistics & Language Teaching(2009应用语言学暨语言教学国际研讨会)
台湾
英文
353-359
2009-04-01（万方平台首次上网日期，不代表论文的发表时间）