THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves’ (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk’s (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session. Advisor: Guy Traini

THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves’ (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk’s (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session. Advisor: Guy Traini

Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences in their attitudes. ELs reported lower self- efficacy for using morphological analysis, contextual analysis, and help-seeking than native speakers, but no difference in using dictionaries

Learning Vocabulary with Apps: From Theory to Practice

English vocabulary acquisition is a major challenge for English as a second or foreign language learners to become proficient in English. It is also a major challenge for English speakers who are at risk. With the increasing use of various mobile devices (e.g., iPad) for educational purposes, we have a new opportunity to support vocabulary learning. Mobile devices have considerable potential for enhancing vocabulary acquisition and English learning among English learners. This article focuses on how mobile devices can be used to facilitate vocabulary learning for English learners. While there is a paucity of research on mobile platforms that enhance learning, we believe that a theoretical approach coupled with studies in vocabulary acquisition can point to relevant practices for all teachers and students. Based on these theories, we discuss how various mobile apps can be used to enhance vocabulary acquisition with four research-based vocabulary learning strategies: dictionary use, phonological analysis (i.e., learning words by analyzing the sound parts), morphological analysis (i.e., learning word meanings by analyzing the componential word parts), and contextual analysis (i.e., learning word meanings by referring to learning context)

Priorities for Vocabulary Intervention Design Using Texting — Data to Examine the Critical Role of Language Learners\u27 Behaviors and Perceptions

We examined the role of university English language learners\u27 (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants\u27 technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article

Elementary Education Capstone: Modeling Professional Practice

Background Info The Goals of the Capstone Project 1. Demonstrate competency in one aspect of teaching; 2. Demonstrate competency in one theme by using a diverse range of product clusters from the whole program; 3. Reflective product. TLTE’S Cognitive Map: Themes Items in Capstone Rubric Format of Capstone Project Method of Analysis Findings Results Program Learnin

The Impact of a Teacher Education Program Redesign on Technology Integration in Elementary Preservice Teachers

This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers’ technology integration in the classroom by increasing their efficacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] efficacy ) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK efficacy, technology knowledge, and technology integration frequency, suggesting the possibility of increasing preservice teachers’ technology integration through redesigning the teacher education program. Findings indicated that modeling by teacher educators and cooperating teachers positively impacted TPACK efficacy, technology knowledge, and technology integration frequency. Technology knowledge predicted technology integration frequency. TPACK efficacy empowered preservice teachers with confidence to integrate technology but did not predict technology integration frequency. Implications for teacher education programs are discussed

Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study

This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students

Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners

Research has shown that many pre-service teachers do not feel confident in their abilities to work with English learners (ELs), and that attitudes toward ELs can have an effect on their confidence in working with these students. The purpose of this quantitative study is to find out what factors affect the confidence and attitudes of pre-service teachers in regard to teaching ELs. Data consisted of a four-part survey of 244 pre-service teachers entering an elementary teacher education program. Findings revealed that attitudes toward ELs’ use of L1 correlated with reported second language proficiency and diversity experience, and indirectly with international travel experience. In contrast, confidence levels did not correlate with these variables. The authors conclude with suggestions for ways that teacher education programs can change attitudes toward L1 use, develop confidence, and foster greater understanding of ELs in pre-service teachers

Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Children’s learning and development are directly and indirectly influenced by teachers’ beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers’ attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were more likely to show warmth to shy children, but believed they would be less academically successful. Participants at the end of the program reported higher self-efficacy and more warmth toward all children compared to those beginning the program. Results are discussed in terms of their educational implications