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Examining the Influence of Out-of-School Input on the Lexical Development of Early-Elementary Students in a French-English Dual Immersion Program
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Ryan, Ève Wendy Sophie – ProQuest LLC, 2019
The United States has witnessed a rise in dual language immersion (DLI) programs in recent years, with instruction delivered both in English, the majority language spoken in the wider society, and in another language, often referred to as the partner or minority language. But while accountability mandates have focused on students' performance in…
Descriptors: Linguistic Input, Elementary School Students, French, English
An Examination of Growth in Vocabulary and Phonological Awareness in Early Childhood: An Individual Growth Model Approach
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Cassano, Christina Marie – ProQuest LLC, 2013
The present study used individual growth modeling to examine the role of specific forms (i.e., receptive, expressive, and definitional vocabulary and grammatical skill) and levels of oral vocabulary skill (i.e., 25th, 50th, or 75th percentile) in phonological awareness growth during the preschool and kindergarten years. Sixty-one,…
Descriptors: Vocabulary Development, Phonological Awareness, Receptive Language, Expressive Language
Predictors of Outcome for Children with Autism Receiving a Behavioral Intervention
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Pellecchia, Melanie – ProQuest LLC, 2013
Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with…
Descriptors: Autism, Pervasive Developmental Disorders, Individual Characteristics, Intervention
An Investigation of the Impact of Small Group Direct Vocabulary Instruction on the Vocabulary Development of Kindergarten Children Living in Poverty
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Benson, Katie A. – ProQuest LLC, 2013
The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students' expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers…
Descriptors: Poverty, Direct Instruction, Teaching Methods, Experimental Groups
Vocabulary Acquisition in Children with Typically Developing Language and Low Language Skills: Comparing Embedded and Explicit Vocabulary Instructional Methods
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Capellini, Cara S. – ProQuest LLC, 2010
Children who enter kindergarten with low oral language skills are at great risk for reading problems, especially in the areas of vocabulary and comprehension. The purpose of this study was to evaluate the effectiveness of two instructional vocabulary methods of storybook reading with children who exhibit typically developing language skills and…
Descriptors: Story Reading, Childrens Literature, Vocabulary Development, Language Skills
Influence of Ethnicity on English Vocabulary Measurement: Using the Montgomery Assessment of Vocabulary Acquisition in One Rural Southeastern New Mexico School
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Gatliffe, Eileen M. – ProQuest LLC, 2010
This study examined vocabulary acquisition of elementary students in grades kindergarten through fifth in one rural New Mexico school. The school had 277 students. Hispanic students comprised nearly 80% of the student body. All students received free lunch and breakfast. The 65 students who participated in the study were assessed using the…
Descriptors: Measures (Individuals), Kindergarten, Vocabulary Development, Statistical Significance