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The Multidimensionality of Vocabulary Knowledge: Implications for Assessment and Instruction With Multilingual Students

Sun, April 19, 12:25 to 1:55pm, Virtual Room

Session Type: Symposium

Abstract

The purpose of this session is to explore how the multidimensionality of vocabulary knowledge can inform assessment and instruction with students from diverse language backgrounds in powerful ways. Four papers with samples of learners ranging from second to twelfth grade will share research on vocabulary knowledge, assessment, and instruction. Each paper moves beyond vocabulary as a unidimensional construct and addresses an important component of word knowledge, including word frequency, polysemy, types of connectives, and science vocabulary. All four papers employ quantitative methods and share implications for both research and practice. Broadly, the four papers suggest that differentiation for both learners’ needs and types of words may allow for maximum leverage in helping students build vocabulary knowledge.

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