Effects of Peer-Assisted Multimedia Vocabulary Instruction for High School English Language Learners

Autor/inn/en	Jozwik, Sara L.; Freeman-Green, Shaqwana; Kaczorowski, Tara L.; Douglas, Karen H.
Titel	Effects of Peer-Assisted Multimedia Vocabulary Instruction for High School English Language Learners
Quelle	In: Reading & Writing Quarterly, 37 (2021) 1, S.82-100 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jozwik, Sara L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2020.1723153
Schlagwörter	Peer Teaching; Vocabulary Development; Intervention; English Language Learners; Hispanic American Students; Academic Language; High School Students; Public Schools; Grade 9; At Risk Students; Students with Disabilities; Learning Disabilities; Accuracy; Definitions; Expressive Language; Student Satisfaction; Self Management; Self Evaluation (Individuals); Instructional Effectiveness; Direct Instruction; Multimedia Instruction; Reciprocal Teaching + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Wortschatzarbeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; High school; High schools; Oberschule; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; Disability; Disabilities; Behinderung; Learning handicap; Lernbehinderung; Begriffsbestimmung; Selbstmanagement; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Multimediales Lernen
Abstract	In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of the intervention on the accuracy and completeness of students' expressive definitions, researchers used a multiple probe design replicated across word sets and participants. Instruction took place in 20-minute sessions that spanned 29 consecutive school days. After the intervention, all six students increased the number of accurate expressive definitions and self-evaluated higher levels of word knowledge (i.e. "I know it and can give an example" or "I can teach this word to someone else"), respective to their baseline performance levels. The pattern of improvement on expressive definitions tests was replicated across word sets and participants, suggesting the overall effectiveness of the intervention on the acquisition of discipline-specific definitions of language arts terms. In addition, students reported high levels of satisfaction with the intervention's procedures and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01