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The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners
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Reed, Deborah K.; Petscher, Yaacov; Foorman, Barbara R. – Reading and Writing: An Interdisciplinary Journal, 2016
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (?R[superscript 2] = 0.11-0.31) in comprehension as compared to…
Descriptors: Vocabulary, Spelling, Reading Comprehension, Grade 6
The Effects of Explicit Instruction on the Reading Performance of Adolescent English Language Learners with Intellectual Disabilities
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Reed, Deborah K. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
This study sought to determine the effects of explicit phonics instruction and sight word instruction on the letter-sound identification and word reading of 13- to 15-year-old English language learners in the eighth grade who were identified as having intellectual disabilities (ID). Using a randomized single-subject design, four Hispanic students…
Descriptors: English (Second Language), Second Language Learning, Reading Instruction, Teaching Methods