English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics
Author:
Affiliation:
1. Center for Applied Linguistics Washington DC USA
2. Harvard Graduate School of Education Cambridge Massachusetts USA
3. American Institutes for Research Washington DC USA
4. Rice University Houston Texas USA
5. University of Houston Texas USA
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.323
Reference83 articles.
1. Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary;August D.;Reading & Writing Quarterly,2016
2. The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners;August D.;Reading and Writing,2018
3. Specifying the academic language skills that support text understanding in the middle grades: The design and validation of the core academic language skills construct and instrument;Barr C.D.;Language Learning,2019
4. Text talk: Capturing the benefits of read‐aloud experiences for young children;Beck I.L.;The Reading Teacher,2001
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