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Download full textGatcho, Al Ryanne Gabonada; Hajan, Bonjovi Hassan – Online Submission, 2019
Reading and comprehending a text or selection in a language that is different from one's native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers' instructional strategies play a pivotal role in developing students' reading skills. This study used a quasi-experimental design…
Descriptors: Foreign Countries, High School Students, Grade 11, Second Language Instruction
Peer reviewed
Direct linkChlapana, Elissavet; Tafa, Eufimia – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children's vocabulary learning during storybook reading. (In the present study the terms "immigrants" and "second language learners" are used alternatively meaning kindergarteners from immigrant families who are in the…
Descriptors: Direct Instruction, Teaching Methods, Kindergarten, Vocabulary Development
Benson, Katie A. – ProQuest LLC, 2013
The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students' expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers…
Descriptors: Poverty, Direct Instruction, Teaching Methods, Experimental Groups
Mizumoto, Atsushi; Takeuchi, Osamu – Language Teaching Research, 2009
This study examined the effectiveness of explicit instruction of vocabulary learning strategies (VLSs) over a 10-week semester with a group of 146 female EFL learners from two Japanese universities. A vocabulary test and questionnaires on VLSs and motivation were administered at the beginning of the course. The learners were divided into two…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Vocabulary Development
Haystead, Mark W. – Marzano Research Laboratory, 2009
This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary school level. During the 2008-2009 school year, 26 teachers at 7 elementary schools participated in independent action research studies regarding the extent to which a six step approach to direct…
Descriptors: Action Research, Vocabulary, Vocabulary Development, Direct Instruction
Haystead, Mark W. – Marzano Research Laboratory, 2009
This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the middle school level. During the 2008-2009 school year, six teachers at Goshen Middle School participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary…
Descriptors: Action Research, Vocabulary, Vocabulary Development, Direct Instruction
Haystead, Mark W. – Marzano Research Laboratory, 2009
This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the high school level. During the 2008-2009 school year, eight teachers at Goshen High School participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary…
Descriptors: Action Research, Vocabulary, Vocabulary Development, Direct Instruction
Haystead, Mark W. – Marzano Research Laboratory, 2009
This report summarizes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary, middle, and high school levels. During the 2008-2009 school year, 40 teachers participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary…
Descriptors: Elementary School Students, Elementary School Teachers, Middle School Students, Middle School Teachers
