The purpose of this study was to examine the effects of a rich vocabulary intervention on the comprehension and vocabulary learning of third-grade students with language learning disorders (LLD). The study used a repeated acquisition design (RAD), a single case design involving the repeated delivery of a vocabulary intervention on different sets…

This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…

Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study examined the effects of a "moderately rich vocabulary instruction" in which both breadth and depth of vocabulary are addressed. Nineteen U.S. 4th- and 5th-grade students with…

Vocabulary plays an important role in learning English. However, due to the difference between English and their mother tongue, many students find it difficult to remember the English vocabulary. This research aims at investigating whether Spelling Bee Game has any significant effects on EFL young students' vocabulary learning. The research…

Reading comprehension is necessary among pupils as it is the foundational skills for the overall academic success of elementary learners, particularly Grade 4 pupils. It is the ability to understand and engage with text passages which is critical for a lifelong learning and a foundation for education. Nonetheless, many pupils are struggling with…

This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison…

This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33)…

This article introduces a set of teaching strategies to enhance second language learning for students with Down syndrome (DS) enrolled in an English course covering material from the first two years of primary school. A set of instructional support strategies has been defined and integrated into an online learning software, developed ad hoc to…

The objectives of this research were (1) to study the results of using board game to improve English vocabulary for upper primary school students in small and medium-sized schools, and (2) to study the students' satisfaction after using board game. There were a total of 100 students: 50 students from small-sized schools, and 50 students from a…

Addressing language barriers during instruction is critical for improving content area learning and achievement within classrooms with students from different native language backgrounds. Although several instructional supports have been highlighted in the literature as helping to reduce language barriers, it is questionable whether teachers are…

The effect of technology on primary students' self-regulated vocabulary learning (SRVL) over time and its dynamic relationship with vocabulary outcomes have been scarcely studied. This quasi-experimental study reports a longitudinal inquiry into the effect of a mobile-assisted self-regulation scheme on primary students' SRVL and the relationship…

This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a…

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

Purpose: The purpose of this study was to investigate the effects of a vocabulary intervention delivered by teachers collaborating with speech-language pathologists (SLPs) in the classroom as compared with teachers in a noncollaborating condition. Method: This quasi-experimental study employed a collaboration treatment condition (n = 2…

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…