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The Development of Vocabulary and Comprehension in Spanish-Speaking English-Language Learners
Mon, April 16, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, East Room 17Session Submission Type: Symposium
Abstract
The session reports on a 5-year federally-funded program of research, the Vocabulary Improvement and Assessment of Spanish-speaking Students (VIAS) project. Study 1 is a longitudinal study that examines the vocabulary and comprehension development from early childhood through adolescence of Spanish-speaking ELLs; Study 2 reports on a home/school intervention for pre-school ELLs that uses both Spanish and English vocabulary instruction; Study 3 reports on the effects of an intervention to develop high frequency vocabulary in primary grades ELLs; and Study 4 extends the work of previous cognate studies by comparing the effects of the intervention delivered solely in English as a general academic vocabulary curriculum vs. delivered through English and Spanish as a cognate curriculum, with explicit connections made across languages.
Sub Unit
Chair
Papers
Spanish-Speaking Language Minority Learners’ Reading Development: Early Childhood Through Adolescence - Nonie K. Lesaux, Harvard University; Jeannette Mancilla-Martinez, University of California - Irvine
Dual Language Intervention for Improving the Vocabulary Skills of Bilingual Kindergarteners: A Longitudinal Study - Mariela M. Paez, Boston College; Lianna Pizzo, Boston College; Kavita Venkatesh, Boston College
Development of High-Frequency Academic Vocabulary in Primary Grades Spanish-Speaking English Language Learners - Diane L. August, American Institutes for Research; Christopher Daniel Barr, University of Houston; Lauren Artzi, Center for Applied Linguistics
Words in Motion: An intervention to promote the academic vocabulary development of adolescent native Spanish-speakers - Elizabeth R. Howard, University of Connecticut; Igone Arteagoitia, Center for Applied Linguistics; Eileen Mercedes González, University of Connecticut; Jennifer D. Green, Western Washington University