Findings from the first three iterative design studies include the benefit of overdevelopment to retain only the strongest content and the need to consider both beginner and more advanced teachers as end users. A series of four studies were conducted to iteratively design the curriculum following a framework for developing research-based curriculum however, we modified the framework to focus on efficiently preparing a curriculum for large-scale use by teachers with diverse competency levels. This manuscript describes an iterative approach to the development of a tiered academic language curriculum supplement for prekindergarten (pre-K) and kindergarten (K) students. Integration provided a meaningful context for AV learning and opportunity for more efficient teaching, without detriment to learning in either area.Ĭurricula are one of the most widely used educational inputs, yet few are developed and evaluated scientifically with a dearth of programs targeting academic language. Our discoveries provide support for integration of these two areas. Children demonstrated significant growth in orthographic knowledge and in learning taught AV. We identified five, teacher talk moves that characterize the AV instruction and describe them through transcript excerpts. The context is a pullout intervention with kindergarten and first‐grade children in a lower‐performing school. We also examine the teacher’s talk moves and their relationship to students’ learning of AV. In this article we explore a literacy coach’s implementation of SAIL (Survey, Analyze, Interpret, Link), an instructional framework that integrates academic vocabulary (AV) development with development of children’s orthographic knowledge during small‐group word‐study instruction. Moreover, this research proposes an extensive study on the benefits of integrated instruction when working with upper proficiency levels.Īlthough development of young children’s vocabulary knowledge is critical for their literacy, it often is neglected in classrooms, especially those pressed for time. After analyzing the data, this study found that integrated vocabulary instruction can lead to higher reading comprehension achievement at a beginner level of proficiency. Moreover, at the end of the research, the perceptions of the experimental group (integrated instruction) were gathered. After each class, they took a reading comprehension test based on literal comprehension questions. All participants took part in eight reading lessons with their designated vocabulary instruction. To accomplish the aim of the study, sixty-six A1 EFL students from a rural public school in their first baccalaureate year were selected and assigned into two groups (traditional and integrated). This research study from a master's dissertation tried to explain the gains and perceptions of integrated vocabulary instruction on reading comprehension performance. Reading and vocabulary have long been considered an intrinsic connection to help students acquire the language, but the literature suggests vocabulary as a pivotal feature to guarantee reading comprehension. Finally, they demonstrate that early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program the features routine shared book reading, direct vocabulary instruction, and supports for word consciousness. They describe ways to increase word consciousness that extend excitement for word learning. Next, they turn to practical suggestions of ways to select and teach new vocabulary. Second, they review research evidence on the importance of direct vocabulary instruction and ways to increase children's word consciousness and interest in learning “amazing” academic words. First, the authors outline the components of a comprehensive vocabulary program for young children. Yet even providing young children with child‐friendly definitions of sophisticated words can be a challenge. Developing young children's vocabulary is essential for later reading success thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary.
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