Enhancing social studies vocabulary and comprehension for seventh-grade english language learners: Findings from two experimental studies

Journal of Research on Educational Effectiveness

Volumn 2, Issue 4, 2009, Pages 297-324

  Vaughn, Sharon ^a   Martinez, Leticia R ^a   Linan Thompson, Sylvia ^a   Reutebuch, Colleen K ^a   Carlson, Coleen D ^b   Francis, David J ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

Author keywords

Academic language development; Adolescent english language learners, middle school; Social studies instruction; Vocabulary and content knowledge

Indexed keywords

EID: 85009592450     PISSN: 19345747     EISSN: 19345739     Source Type: Journal    
DOI: 10.1080/19345740903167018     Document Type: Article

References (47)

1. Arreaga-Mayer, C. (1998). Language sensitive peer-mediated instruction for culturally and linguistically diverse learners in the intermediate elementary grades. In R. M. Gersten&R. T. Jimenez (Eds.), Promoting learning for culturally and linguistically diverse students (pp. 73-90). Belmont, CA: Wadsworth.
2. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20, 50-57.
3. August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
4. August, D. L., & Shanahan, T. (2006a). Developing literacy in second-language learners: A report ofthe national literacy panel on language minority children and youth. Mahwah, NJ: Erlbaum.
5. August, D. L., & Shanahan, T. (2006b). Synthesis: Instruction and professional development. In D. L. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report ofthe national literacy panel on languageminority children and youth (pp. 351-364). New York: Routledge.
6. Baumann, J. F., Edwards, E. C., Boland, E., M. Olejnik, S., & Kame’enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students’ ability to derive and infer word meanings. American Educational Research Journal, 40, 447-494.
7. Baumann, J. F., Kame’enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook ofresearch on teaching the English language arts (2nd ed., pp. 752-785). Mahwah, NJ: Erlbaum.
8. Beck, I. L., & McKeown, M. G.,(2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.
9. Beck, I., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
10. Biancarosa, G., & Snow, C. E. (2006). Reading next-A vision for action and research in middle and high school literacy: A report from the Carnegie Corporation of New York (2nd ed). Washington, DC: Alliance for Excellence in Education.
11. Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline.
12. Bos, C. S., & Anders, P. L. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly, 13, 31-42.
13. Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.
14. Deshler, D. D., & Schumaker, J. B. (2005). Teaching adolescents with disabilities: Accessing the general education curriculum. Thousand Oaks, CA: Corwin.
15. Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education (National Research Council, Committee on Minority Representation in Special Education, Division for Behavioral and Social Sciences and Education). Washington, DC: National Academies Press.
16. Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
17. Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal ofResearch on Educational Effectiveness, 2, 1-44.
18. Francis, D. J., August, D. L., Snow, C. E., Vaughn, S., Linan-Thompson, S., Hiebert, E. H., et al (2007). Oracy/literacy development in Spanish-speaking children (Developed with funds provided by the National Institute of Child Health and Human Development, #HD-39-521, Development of literacy in Spanish Speaking Children)
19. Francis, D. J., & Rivera, M. O. (2007). Principles underlying English language proficiency tests and academic accountability for ELLs. In J. Abedi (Ed.), English language proficiency assessment in the nation: Current status and future practice (pp. 13-32). Davis: University of California.
20. Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education ofEnglish language learners: Research-based recommendations for instruction and academic interventions (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Corporation, Center on Instruction, Center on Instruction. Available from http://www.centeroninstruction.org/files/ELL1-interventions.pdf
21. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
22. Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D.(2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.
23. Gersten, R., Baker, S. K., Smith-Johnson, J., Dimino, J., & Peterson, A. (2006). Eye on the prize: Teaching complex historical content to middle school students with learning disabilities. Exceptional Children, 72, 264-280.
24. Gersten, R., & Jimenez, R. T. (1994). A delicate balance: Enhancing literature instruction for students of English as a second language. The Reading Teacher, 47, 438-440.
25. Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator, 32, 7-23, 42-44.
26. Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disabilities Quarterly, 14, 89-114.
27. Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. A., & Terry, B. J. (2001). ClassWide peer tutoring learning management system: Applications with elementary-level English language learners. Remedial andSpecial Education, 22, 34-47.
28. Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, M A: National Center on Accessing the General Curriculum. Retrieved November 7, 2008, from www.cast.org/publications/ncac/ncac_go.html
29. Kame’enui, E. J., & Carnine, D. W. (Eds.). (1998). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Merrill Prentice Hall.
30. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom andintervention practices (No. NCEE 2008-4027). Washington, DC: U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc
31. Kim, A.-H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal ofLearning Disabilities, 37, 105-118.
32. Kindler, A. L. (2002). Survey of the states’ limited English proficient students andavailable educational programs and services 2000-2001 summary report (Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students). Washington, DC: National Clearinghouse for English Language Acquisition & Language Instruction Education Programs. Available from http://www.ncela.gwu.edu/stats/2_nationl.htm
33. Laird, J., DeBell, M., & Chapman, C. (2006). Dropout rates in the United States: 2004 (NCES 2007-024). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved January 27, 2009, from http://nces.ed.gov/pubsearch
34. Lee, J., Grigg, W., & Donahue, P. (2007). The Nation’s report card: Reading 2007 (NCES 2007-496). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
35. Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial andSpecial Education, 22, 4-14.
36. National Center for Education Statistics. (2008). Theconditionofeducation2008(NCES 1008-031). Washington, DC: U.S. Government Printing Office.
37. National Institute of Child Health and Human Development. (2000). Report ofthe National Reading Panel. Teaching children to read: An evidence-basedassessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
38. RAND Reading Study Group. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND Corporation.
39. Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2008). HLM 6 (Version 6.06). Lincolnwood, IL: Scientific Software International.
40. Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23, 63-69.
41. Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C. K., et al. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
42. Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners-A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
43. Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A Best-evidence synthesis. Reading Research Quarterly, 43, 290-322.
44. Stahl, S. (1999). Vocabulary development. Cambridge, M A: Brookline Books.
45. Stenhoff, D. M., & Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Exceptional Children, 74, 8-31.
46. Swanson, H. L., & Deshler, D. D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal ofLearning Disabilities, 36, 124-135.
47. Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., et al. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.