The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools

By Nonie K. Lesaux, Michael J. Kieffer, Elisabeth Faller, Joan G. Kelley. 2010

404 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/11a98d0ebacf7f2cca202a0f86191b6eab1f810f

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Citations in the corpus

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades (2012, background): “The intervention was a text-based academic language program designed to “build knowledge of the words incrementally over time by providing multiple exposures to the words in different forms and in different meaningful contexts” (Lesaux et al, 2010, p. 202).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, neutral): “(Lesaux et al., 2010).”
Effective Academic Vocabulary Instruction in the Urban Middle School (2010, background): “…several criteria: the potential for student engagement, readability at than students in the control classrooms, and this effect was equal to about eight to nine months of extra growth in reading comprehension (see Lesaux et al., 2010, for more details on these assessments and statistical values).”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “…instruction that have proved successful with EO students (Blachowicz & Fisher, 2000) have been proven successful with diverse students as well (Lesaux et al., 2010; Snow et al., 2009; Townsend & Collins, 2009), so teachers would do well to keep these approaches in mind as they organize their…”
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, background): “These data were collected in the context of a larger research project investigating the effects of an instructional intervention on students’ academic vocabulary and reading comprehension ( Lesaux et al., 2010 ).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Furthermore, both the Carlo et al. (2004) and Lesaux et al. (2010) studies took place in authentic classroom settings with teachers as implementers of the word learning programs, Vocabulary Instruction in Fifth Grade and Beyond suggesting the readiness of teachers to expand students’ vocabulary…”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, methodology): “In a much larger quasi-experimental study ( n = 476 sixth graders), Lesaux et al. (2010) measured the effects of their intervention, Academic Language Instruction for All Students (ALIAS), on students’ vocabulary knowledge and reading comprehension.”
Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, result): “A growing body of experimental and quasiexperimental research suggests that instruction in morphology may be able to improve vocabulary and reading comprehension outcomes in monolingual students (for a review, see Bowers, Kirby, & Deacon, 2010), and a few studies conducted with LM learners have sugg”