Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders

By C. Patrick Proctor, Bridget Dalton, P. Uccelli, Gina Biancarosa, E. Mo, Catherine E. Snow, S. Neugebauer. 2011

143 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d25464e170c9ff58ff8c990254ff80b35e3de86b

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “Likewise, several studies on L2 learners have reported positive effects of vocabulary training (e.g., Carlo et al., 2004; Lesaux, Kieffer, Faller & Kelley, 2010; Proctor et al., 2009).”
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, methodology): “An article by Proctor et al. (2011) used UDL as its framework, and met the standard for inclusion (use of quasi-experimental design to measure vocabulary performance), but focused on English Language Learners.”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “middle school students’ reading comprehension (Deshler, Palincsar, Biancarosa, & Nair, 2007; Kieffer, & Lesaux, 2007; Proctor et al., 2011).”
Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades (2012, background): “This quasi-experimental study conducted by Proctor and his colleagues (Proctor et al., 2011) evaluated the effectiveness of an internet-delivered vocabulary and comprehension intervention that targeted both English-speaking and Spanish-dominant students.”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “In contrast, the results of a majority of research-based vocabulary intervention studies so far have shown improvements in students’ vocabulary knowledge but somewhat less satisfactory effects for improving students’ reading comprehension (Proctor et al., 2011; Deshler, Palincsar, Biancarosa, & Nair”