Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program

Bilingualism

Volumn 15, Issue 3, 2012, Pages 437-451

  Lawrence, Joshua F ^a   Capotosto, Lauren ^a   Branum Martin, Lee ^b   White, Claire ^c   Snow, Catherine E ^a  

^a HARVARD UNIVERSITY   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c SERP Institute   (United States)

Author keywords

instruction; longitudinal analysis; vocabulary

Indexed keywords

EID: 84861905780     PISSN: 13667289     EISSN: 14691841     Source Type: Journal    
DOI: 10.1017/S1366728911000393     Document Type: Article

References (37)

1. Alexander, K., Entwisle, D., & Olson, L. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation & Policy Analysis, 23 (2), 171-191.
2. Alexander, K., Entwisle, D., & Olson, L. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167-180. (Pubitemid 46578934)
3. Aud, S., Hussar,W., Planty, M., Snyder, T., Bianco, K., Fox,M., Frohlich, L., Kemp, J., & Drake, L. (2010). The condition of education 2010 (NCES 2010-028). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
4. August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2 (4), 345-376.
5. August, D., & Shanahan, T. (2006). Synthesis: Instruction and professional development. In D. August & T. Shanahan (eds.), Developing literacy in a second language: Report of the National Literacy Panel, pp. 351-364. Mahwah, NJ: Lawrence Erlbaum.
6. Bardovi-Harlig, K., & Stringer, D. (2010). Variables in second language attrition. Studies in Second Language Acquisition, 32 (1), 1-45.
7. Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words tolife: Robust vocabulary instruction. New York: Guilford.
8. Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary School Journal, 111 (1), 7-34.
9. Carlo, M. S., August, D.,McLaughlin, B., Snow, C. E., Dressler, C.,Lippman,D.N.,Livey,T. J., & White,C. (2004).Closing the gap: Addressing the vocabulary needs of Englishlanguage learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39 (2), 188-215. (Pubitemid 38739856)
10. Carver, R. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26 (4), 413-437.
11. Chall, J., & Jacobs, V. (2003). Poor children's fourth-grade slump. American Educator, 27 (1), 14-17.
12. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213-238.
13. de la Fuente, M. (2006). Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and formfocused instruction. Language Teaching Research, 10 (3), 263-295.
14. Entwisle, D., Alexander, K., & Olson, L. (1997). Children, schools and inequality. Boulder, CO: Westview Press.
15. Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
16. Fukkink, R., Blok, H., & de Glopper, K. (2001). Deriving word meaning from written context: A multicomponential skill. Language Learning, 51 (3), 477-496
17. Fukkink, R., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from contexts: A metaanalysis. Review of Educational Research, 68 (4), 450-469. (Pubitemid 128382135)
18. Heyns, B. (1978). Summer learning and the effects of schooling. New York: Academic Press.
19. Kieffer, M. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100 (4), 851-868.
20. Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30 (5), 445-465.
21. Lawrence, J. F. (in press). English vocabulary learning trajectories of students whose parents speak a language other than English: Steep learning and deep summer setback. Reading and Writing: An Interdisciplinary Journal, doi: 10.1007/s11145-011-9305-z. Publishedonline by Elsevier, March 27, 2011.
22. Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68 (2), 22-26.
23. Lutkus,A.D., Rampey,B.D., & Donahue, P. (2005). The nation'sreport card: Trial urban district assessment reading 2005 (NCES 2006-455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
24. Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58 (1), 73-115.
25. Muthén, L. K., & Muthén, B. O. (2007. Mplus: Statistical analysis with latent variables. Los Angeles, CA: Muthéx & Muthén.
26. Nagy, W., & Scott, J. A. (2000). Vocabulary processes. In M. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.), Handbook of reading research (vol. III), pp. 269-284. Mahwah, NJ: Lawrence Erlbaum.
27. National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NICHD 00-4769). Washington, DC: U.S. Government Printing Office.
28. Proctor, C., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C. E., & Neugebauer, S. (2009/2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An Interdisciplinary Journal, 24 (5), 517-544. [Online publication 2009, print publication 2011.]
29. Scarcella, R. (2003). Academic English: A conceptual framework. http://www.lmri.ucsb.edu/publications/03-scarcella.pdf (retrieved October 20, 2008).
30. Singer, J., & Willett, J. (2003). Applied longitudinal data analysis: Modeling change and even occurrence. New York: Oxford University Press.
31. Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2 (4), 325-344.
32. Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Belknap Press.
33. Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing: An Interdisciplinary Journal, 22 (9), 993-1019.
34. U.S. Department of Education. (2001). No child left behind. http://www.ed.gov/nclb/landing.jhtml (retrieved May, 2004).
35. Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners: What are the best predictors? Bilingualism: Language and Cognition, 9 (1), 33-49. (Pubitemid 44697964)
36. Vaughn, S., Martinez, L., Linan-Thompson, S., Reutebuch, C., Carlson, C., & Francis, D. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2 (4), 297-324.
37. Verhallen, M., & Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14 (4), 344-363.