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Abstract
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added attention to orthographic and phonological word features. Increased attention to the spoken and printed word forms was associated with significantly greater gains in general vocabulary and word reading, and in taught-word spelling. Results suggest features of effective vocabulary instruction for young and English learner students.
Acknowledgments
We gratefully acknowledge the teachers and students who participated in this project, and the skilled oversight of project coordinator, Sueanne Sluis.
Funding
This work was supported by the Institute of Education Sciences (IES), U.S. Department of Education, Grant #R305A130700.