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Preschoolers' Alphabet Learning: Letter Name and Sound Instruction, Cognitive Processes, and English Proficiency
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Roberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings from Two Experimental Studies
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Vaughn, Sharon; Martinez, Leticia R.; Linan-Thompson, Sylvia; Reutebuch, Colleen K.; Carlson, Coleen D.; Francis, David J. – Journal of Research on Educational Effectiveness, 2009
Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N = 507) were randomly assigned at the classroom (i.e., section) level to a social studies…
Descriptors: Vocabulary, Second Language Learning, Vocabulary Development, Social Studies