The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners
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DOI: 10.1007/s11145-018-9821-1
Abstract: This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition… read more here.
Keywords: instruction; embedded instruction; condition; word type ... See more keywords