Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms

By María S. Carlo, D. August, B. Mclaughlin, Catherine E. Snow, C. Dressler, David N. Lippman, Teresa J. Lively, Claire White. 2004

762 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cb6ae340cc4f8a511b433eee1f669a003ca873dc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effective Reading Programs for English Language Learners and Other Language-Minority Students (2005, methodology): “Beginning Reading Programs: Descriptive Information and Effect Sizes for Qualifying Studies Study Intervention description Design Duration N Grade Other programs Chambers, Cheung, Madden, Slavin, & Gifford (2004) Embedded video (SFA with embedded video vs. SFA) Random assignment of schools 1 year 17”
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “Efforts at vocabulary instruction have been directed at older children (Beck, McKeown, & Kucan, 2002; Carlo et al., 2004) and relatively limited attention has been given to vocabulary instruction in early childhood and primary grade classrooms.”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, result): “…Association Test (VAT): a group-administered test of depth of academic vocabulary knowledge for upper elementary and middle school students designed by Lesaux and colleagues based on the work by Schoon & Verhallen (1998) (as cited by Carlo et al., 2004) (Lesaux, Kieffer, Faller, & Kelley, 2010).”
Cognitive correlates of vocabulary growth in English language learners (2011, background): “…their L1 shows that they typically enter school with smaller vocabularies in English than their peers, and even though they acquire new vocabulary at school and elsewhere, they perform more poorly than their monolingual peers on vocabulary and reading comprehension tasks (e.g., Carlo et al., 2004).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Carlo et al. (2004) examined the effects of sustained strategy instruction on the word learning of fifth-grade students (N = 254) who were predominantly English language learners.”
The assessment of deep word knowledge in young first and second language learners (2008, methodology): “Carlo et al. (2004) report a reliability of 0.94 for an adapted English version of the WAT with 20 items.”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “If morphology instruction was only a minor or incidental component of an intervention focused on phonology (e.g., Lovett & Steinbach, 1997) or on text-based vocabulary acquisition (e.g., Carlo et al., 2004), it was not included.”
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, methodology): “On the other hand, in a study utilizing exploratory factor analysis and scores from listening-based measures for 152 fourth and sixth graders, Carlisle and Katz (2006) found that morphological aspects of word recognition skills could be distinguished from skills related to vocabulary size alone.”
A Synthesis of Research on Language of Reading Instruction for English Language Learners (2004, background): “Teachers may simplify their language and teach specific vocabulary that is likely to be unfamiliar to ELLs (see Calderón, 2001; Carlo et al., 2004).”
Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom (2007, background): “Addressing the specific needs of ELLs, Carlo et al. (2004) suggested four principles that underlie an effective vocabulary program for these learners.”
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, methodology): “This finding concurs with other research conducted with LM learners in the elementary grades (e.g., Carlo et al., 2004; Manis et al., 2004; Proctor et al., 2005) and extends this finding to the middle-school grades.”
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners (2008, methodology): “assessed using an experimental decomposition task based on those used by Carlisle (2000) and Carlo, et al. (2004) (See Appendix).”
The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade (2009, background): “Research suggests that vocabulary instruction that works for non-ELLs works as well if not better for ELLs (August & Shanahan, 2006; Carlo et al., 2004; Collins, 2005; Silverman, 2007a).”