A Self-Regulated Vocabulary Intervention for Elementary English Learners

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-10 - Vocabulary SIG Roundtable

Abstract

English learners (ELs) need academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELs and their monolingual peers. This experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELs become effective and independent word learners. The intervention included the instruction of task-specific cognitive strategies (i.e., morphological and contextual analyses) and metacognitive strategies (i.e., goal-setting and monitoring) in authentic reading texts in social studies. Results indicated positive effects on ELs’ word knowledge and self-regulated vocabulary learning. Participants were also able to generalize both cognitive and metacognitive strategies to learning of new words.

Author

• Qizhen Deng, Boise State University