The purpose of this study was to determine how a response-to-intervention (RTI) model was implemented with a large percentage of Latino English language learners who were having reading difficulties in an urban elementary school at the primary level (K-2).

This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child Left Behind (NCLB) Act of 2001.

Disseration The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR).

Appears that the report is not complete since it ends in mid sentence. (??)

reviews RTI model for ELs

discusses benefits of READ 180

discusses benefits of SIOP with English Learners

positive info on classworks

about NRP's report that stimulated NCLB

A study that provides positive aspects for classworks.

Comprehensive strategies; not empirical 1. Teaching Specific vocabulary 2. Teaching Independent Strategies

Six Steps to Better Vocabulary Instruction. By: Marzano, Robert J., Educational Leadership, 00131784, Sep2009, Vol. 67, Issue 1 Research on the 6 step process is showing what does or doesn't make the strategy work: 1.) It works better if you use all the steps without leaving any out but steps do not have to be completed in order. 2.) When students copy the teacher's explanation or description of a term instead of generating their own explanation, the results are not as strong. Ideally, student explanations should come from their own lives. 3.) The third step in the process is crucial - having students represent their understanding of a new term by drawing a picture, pictograph, or symbolic representation. When students do this step well, achievement soars. 4.) Games are non threatening practice. Review troublesome words at the end of the game. 5.) Can be used at any grade level in any subject

3 guiding principles for teaching voc: 1. Voc instruction should focus on understanding small number of words. 2. Choose high frequency words. 3. Balance direct teaching of word with teaching word learning strategies

Lynne, I just posted this article, but the cool thing is that Diigo didn't duplicate my posting. Instead, diigo just added my comment to the post. If we post pretty diligently with the correct article title and possibly the correct website, we won't overlap because diigo will keep up with the duplicates for us!! I love it!!

Not empirical, could add as filler, Offers activity for our vocab words (p.213), gives ideas for voc teaching: syn & ant, etymology, & morphological root

The article shows how children with poor vocab knowledge can be taught to locate and use cues in text using semantic mapping and that teaching new vocabulary helps reading comprehension.

The article gives case study for 3 students including 1 8th grader. It provides sample work and instruction for vocabulary development

This article tells what to do and not to do when teaching vocabulary. There are also techniques for teaching vocabulary.

Research question: 1. Can Grade 4 and 5 students learn to identify the bases of morphologically complex words as a result of instruction? 2. Does instruction about morphological structure lead to gains in vocabulary learning after controlling for initial vocabulary knowledge? 3. Does ability to identify bases in complex words explain variance in vocabulary knowledge for both the control and experimental groups at post-test?

Research on vocabulary learning strategies is synthesized into two lists of strategies: 14 methods for initial learning of a new word's meaning (use of reference materials, working with others, analyzing words from available information, using knowledge of other languages) and 28 strategies for studying and remembering a word's meaning once it is known (repetition, study of formal and grammatical aspects, creation and use of study aids, perseverance, physical actions, manipulation of meaning, association systems, working with others, imaging, and use of knowledge of other languages). The study reported used these lists of strategies

This article compares 2 groups of students: One group was was instructed to use a vocab notebook while the other group did not use one. The results of the study support the effectiveness of vocabulary notebooks on both receptive and productive acquisition of target vocabulary words. Not only did the treatment group out-perform both control groups on the receptive and controlled productive vocabulary tests, but this group also demonstrated more receptive and productive knowledge of target words.

This article gives strategies for how vocabulary instruction can be effectively and efficiently integrated into social studies instruction. (Strategies include instruction before, during and after reading). This information can be used for actually conducting research if a measure of testing the what students learn is determined.