Improving Science Vocabulary of High School English Language Learners With Reading Disabilities

  title={Improving Science Vocabulary of High School English Language Learners With Reading Disabilities},
  author={Amanda L. Helman and Mary Beth Calhoon and Lee S Kern},
  journal={Learning Disability Quarterly},
  pages={40 - 52}
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th–10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the Clue Word Strategy (CWS). Dependent measures examined strategy use, morpheme and knowledge, and reading comprehension. In addition, student… Expand

Figures and Tables from this paper

Effects of Multicomponent Academic Vocabulary Instruction for English Learners With Learning Difficulties
We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word setsExpand
Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners
Abstract In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specificExpand
Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review
This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have beenExpand
Clues: Using Generative Strategies to Improve the Science Vocabulary of Secondary English Learners With Reading Disabilities
English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college o...
Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice
Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instructionExpand
A Review of Morphological Analysis Strategies on Vocabulary Outcomes with ELLs.
In this article, the literature on instruction in morphological analysis strategies with English Language Learners (ELLs) is reviewed to identify vocabulary outcomes for these students. The nature ofExpand
Using E-Books to Acquire Foundational Academic Vocabulary
Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. LimitedExpand
Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check
The extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms is revealed and insight is offered into factors that teachers state as influencing their instruction for students with LD. Expand
Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning
Abstract This article uses the Model of Domain Learning as a framework to better understand the developmental nature of students’ second language acquisition and teaching and learning of foreignExpand
Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines
Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacyExpand


The Critical Role of Vocabulary Development for English Language Learners
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorlyExpand
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifthExpand
The Effects of Strategic Morphological Analysis Instruction on the Vocabulary Performance of Secondary Students with and without Disabilities
This study tested the effects of teaching high school students with learning disabilities (LD) and other students enrolled in general education classes a morphemic analysis strategy for analyzing andExpand
Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings
This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into socialExpand
Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. TheExpand
Teaching students with reading difficulties to be close readers: a feasibility study.
Instruction in morphological-analysis strategies with guided practice during reading holds promise as a way to improve word reading and comprehension for struggling readers in the middle-to-upper elementary years. Expand
Core Strategies to Support English Language Learners
Abstract Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whetherExpand
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classroomsExpand
Learning word meanings during reading by children with language learning disability and typically-developing peers
The findings suggested difficulty inferring and recalling word meanings during reading and pointed to the need for vocabulary intervention in the upper elementary years for children with LLD. Expand
Instructional components that predict treatment outcomes for students with learning disabilities
In this article I identify the instructional components across 180 intervention studies that best predicted effect sizes for students with learning disabilities. Although a number of methodologicalExpand