English Language Learners’ Academic Vocabulary Knowledge

• In Event: Poster Session 5
  In Poster Session: New Perspectives on English Language Learning

Abstract

Vocabulary knowledge is a crucial element of reading comprehension—especially for students from low socio-economic backgrounds. The researchers created an Academic Vocabulary measure in order to assess English Language Learners (ELLs) and English only (EOs) students’ general academic and discipline-specific vocabulary learning as part of a literacy intervention in history. The researchers further analyzed qualitative observational notes in order to account for differences in students’ vocabulary learning. Findings indicated that both EOs and ELLs improved in general academic and discipline-specific vocabulary word knowledge. Vocabulary instruction included the use of graphic organizers, think-pair-share activities, and scaffolded discussions.

Authors

• Melissa Gallagher, George Mason University

• Ana M. Taboada Barber, George Mason University

• Jori S. Beck, Old Dominion University

• Michelle M. Buehl, George Mason University