Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms
Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms
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DOI：
10.1598/rrq.39.2.3
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发表时间：
2004-04-01
影响因子：
4.2
通讯作者：
White, CE
中科院分区：
文献类型：
--
作者：
Carlo, MS;August, D;White, CE
英美裔和拉丁裔儿童在阅读表现上的差距与词汇知识上的差距有关。一项干预措施旨在提高五年级学生的学术词汇量。学术上有用的单词的意义与使用信息的策略一起教授，从上下文，从形态学，从多重意义的知识，从同源词来推断单词的意义。干预的基本原则包括：新单词应该出现在有意义的文本中；以西班牙语为母语的人应该通过西班牙语了解文本的意思；单词应该出现在不同的语境中；单词知识包括拼写、发音、词法、句法以及意义的深度。干预组五年级学生在所教单词的知识、词汇知识的深度、对多重意义的理解和阅读理解方面都比对照组有更大的增长。干预对英语学习者（ELLs）和只说英语的人（EOs）的影响一样大，尽管ELLs在所有测试前和测试后的测试中得分都较低。研究结果表明，通过词汇分析和词汇学习策略的制定，可以提高学生在ELL-EO混合课堂上的理解效果。
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. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning. Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving Comprehension outcomes for students in mixed ELL-EO classes, by reaching word analysis and vocabulary learning strategies.