TY - JOUR
T1 - Reducing academic inequalities for English language learners
T2 - Variation in experimental effects of Word Generation in high-poverty schools
AU - Kim, Ha Yeon
AU - Hsin, Lisa B.
AU - Snow, Catherine E.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, under [grant number R305F100026] to the Strategic Educational Research Partnership Institute as part of the Reading for Understanding Research Initiative. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, under Grant R305F100026 to the Strategic Educational Research Partnership Institute as part of the Reading for Understanding Research Initiative. We would like to thank the administrators, teachers, and students who made this important work possible. We would also like to thank our dedicated and skilled research staff who worked tirelessly, over years, on this project.
Publisher Copyright:
© 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and ELL students in vocabulary, social perspective-taking skills, academic language, and reading comprehension. We found that WG had positive impacts for both non-ELL and ELL students on taught academic vocabulary and social perspective positioning skills. Furthermore, WG had additional positive effects for ELLs in social perspective articulation and academic language in the second year of implementation. These results provide evidence that WG supports those linguistic and sociocognitive skills that precede development of deep reading comprehension for ELLs as well as non-ELLs.
AB - Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and ELL students in vocabulary, social perspective-taking skills, academic language, and reading comprehension. We found that WG had positive impacts for both non-ELL and ELL students on taught academic vocabulary and social perspective positioning skills. Furthermore, WG had additional positive effects for ELLs in social perspective articulation and academic language in the second year of implementation. These results provide evidence that WG supports those linguistic and sociocognitive skills that precede development of deep reading comprehension for ELLs as well as non-ELLs.
KW - ELL
KW - Word Generation
KW - classroom discourse
KW - cognitive/academic language proficiency
KW - mainstreaming
KW - social perspective-taking
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U2 - 10.1080/13670050.2018.1535574
DO - 10.1080/13670050.2018.1535574
M3 - Article
AN - SCOPUS:85055256946
VL - 24
SP - 1024
EP - 1042
JO - International Journal of Bilingual Education and Bilingualism
JF - International Journal of Bilingual Education and Bilingualism
SN - 1367-0050
IS - 7
ER -