Browsing by Subject "Vocabulary"
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Item A simple, practical model for knowledge discovery in textual information(Texas Tech University, 2003-12) Craig, Donald RNot availableItem A Vocabulary Study of Eleven Second Grade Readers: And a Suggested Procedure for Establishing Reader Sequence(Texas Tech University, 1942-06) Hill, Emma C.Not Available.Item An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook(2014-04-18) Myint, AhmarlayOver the past couple of decades, the state of Texas has made numerous amendments to its standardized tests in an attempt to abide by legislation changes as well as its own shifting standards. The latest administration of the STAAR standardized end-of-course exams was released in the Fall of 2013, along with expectations that it fare more successfully than the previous edition of the STAAR. In order to assess one aspect of the test?s similarity to what is taught in the classroom, an attempt was made to compare the vocabulary of the STAAR Reading/Writing end-of-course exam to that of commonly used English Language Arts textbooks in Texas. After comparing the most frequently used words in the textbook and the corresponding STAAR exams, it was determined that there is not enough evidence to cite the textbook as the main reason students are failing the STAAR English Language Arts end-of-course exams.Item Bilingual language literacy intervention : vocabulary naming and definitions(2011-05) Baca, Jessica Anna; Pen̋a, Elizabeth D.; Bedore, LisaThe current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.Item Conceptual scoring of expressive vocabulary measures in bilingual children with and without specific language impairment(2013-12) Anaya, Jissel Belinda; Peña, Elizabeth D.Purpose: This study examined the effects of conceptual scoring on vocabulary performance of bilingual children with and without language impairment and the classification accuracy of an expressive vocabulary test across four scoring methods, single language and conceptual scoring, for bilingual (English-Spanish) children with and without language impairment. Method: Participants included English speaking monolingual children (n=14) and Spanish-English bilingual children (n=116) ages 5-11. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test. Four different scores were derived representing monolingual scores in English and Spanish, and three conceptual scores. Within-test conceptual scores credited children’s other language responses during the test; and across-test conceptual scores compiled a conceptual score across Spanish and English administrations of the test. Results: Across-test conceptual scoring resulted in better overall classification, sensitivity, and specificity than within-test conceptual scoring, which resulted in better overall classification, sensitivity, and specificity than monolingual scoring; however, neither method achieved minimum standards of 80% accuracy in sensitivity and specificity. Conclusions: Results suggest that bilingual children are not always able to readily access their second language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Cross-test conceptual scoring yielded the highest classification accuracy and is the recommended method for clinical practice.Item The effect of metatalk on L2 Spanish vocabulary development(2014-05) Tocaimaza Hatch, Carmen Cecilia; Koike, Dale AprilPrior research has supported the development of language through interaction (e.g. Swain, Brooks & Tocalli Beller, 2002; Swain, 2005). Following Sociocultural theory (SCT) notions (Vygotsky, 1978), metatalk (MT) is claimed to be a specific aspect of interaction that leads to language development (e.g. Swain & Lapkin, 2002; Swain, 2005). This study takes a step further to explore the relationship between MT and language development by inquiring specifically about vocabulary development. Learners of Spanish as a second language completed a dictogloss activity and their interactions were recorded, transcribed, and analyzed. The analysis of lexical language-related episodes (LLREs) was carried out by adopting Sociocultural theory as a theoretical framework in order to trace lexical development in interaction through MT. Conclusions indicate that (1) because MT is a cognitive and semiotic tool that enables lexical development by means of participation in socially-mediated activities it is comparable to other forms of speech in their mediation functions and potential; (2) learners’ MT included the analysis of meaning, spelling, pronunciation, and word function, and reflected SCT concepts such as agency, situatedness, and task versus activity that explain their reliance on the word depth knowledge construct; and (3) SCT principles (e.g. roles, regulation) provide a window into learners’ transformation and imminent development during MT. Inferencing strategies and interaction features contribute further details to the analysis of how MT unfolds. New categories describing MT in interaction emerged from the data and illustrate how learners object-regulate and position themselves in the task. These results provide a detailed account of how MT occurs in collaborative settings to mediate vocabulary knowledge. This research contributes to the study of L2 vocabulary learning through the application of SCT.Item Effects of self-regulation on science vocabulary acquisition of third grade English language learners(2011-12) Kim, Woori; Linan-Thompson, Sylvia, 1959-; Rieth, Herbert; Bryant, Diane P.; Sorrells, Audrey; Falcomata, Terry; Beretvas, NatashaThe purpose of this study was to investigate the effects of self-regulation on the acquisition of academic vocabulary of ELLs with learning difficulties. Participants were four third-grade Spanish-speaking ELLs who performed below grade level on a vocabulary test in English and scored below 25% accuracy on a science vocabulary measure. This study employed a multiple probe design across subjects and it consisted of four phases: (a) baseline, (b) self-regulation training, (c) self-regulation, and (d) maintenance. During baseline, participants were provided direct vocabulary instruction. During training, self-regulation with prompts was added to the direct instruction and, during intervention, prompts were removed. The intervention continued until the maintenance phase. Each lesson included instruction of six target words followed by daily tests of those six words. Each session lasted 30-35 minutes, divided into 26-30 minutes for the lesson, followed by 4-5 minutes for testing. This study was conducted over 15 weeks; all lessons were implemented using a script. To document students’ progress on the acquisition of science vocabulary, two daily vocabulary tests were administered during every session. One was a receptive word-knowledge test to measure how many words students understood. The other was an expressive word-knowledge test to measure how well the students understood the words. Furthermore, student interviews were conducted after completion of the study. Results revealed that self-regulation in conjunction with direct instruction was more effective than direct instruction alone not only on receptive word knowledge, but also on expressive word knowledge. Also, students showed a long-term effect in the acquisition of the both types word knowledge. Students had a positive perception of self-regulation, although they preferred different sub-strategies (self-goal setting, self-monitoring, and self-recording). These findings suggest that ELLs with learning difficulties need an intensive intervention beyond direct instruction alone and self-regulation is a critical strategy in formulating such an intensive intervention.Item El Mundo de Comida : the relative effectiveness of digital game feedback and classroom feedback in helping students learn Spanish food vocabulary(2014-12) Wendorf, Arthur Herman II; Koike, Dale AprilFeedback has been defined as “helpful information or criticism that is given to someone to say what can be done to improve a performance, product, etc.” (Merriam-Webster, 2014) Within the field of Second Language Acquisition (SLA) researchers have shown that language learners acquire languages best when they are provided with feedback (Gass & Selinker, 2008; Loewen, 2012). Because of the importance of feedback to the language learning process, there is an ongoing line of investigation that seeks to determine whether differences in how and when feedback is provided lead to different results in acquisition (Loewen, 2012). To date this research has primarily been focused on comparing the effectiveness of the different types of feedback that naturally occur within language classrooms, as identified by such classic studies as Lyster and Ranta (1997; Bargiela, 2003). However, there are other possible approaches to feedback than those that naturally occur within the language classroom. One of these alternatives is the approach to feedback used in digital games. Similar to what is found in the field of SLA, within the field of digital game research it has been established that feedback is important for successful learning (Schell, 2008). Nevertheless, to date no research has been conducted which compares the SLA approach to feedback and the digital game approach to feedback in order to determine which would lead to better language acquisition within a digital game. Answering this question is the goal of the present dissertation. In order to answer this question I created two versions of a digital game, called “Mundo de Comida” (MuCo) ‘World of Food’, which is designed to help novice Spanish learners acquire food vocabulary. One version of the game employs feedback strategies based on the most commonly employed feedback used in Spanish language classes, while the other uses feedback designed according to the most commonly used feedback mechanisms in commercial digital games. A comparison of the vocabulary gains according to feedback type allows us to see which type of feedback seems to help learners of Spanish acquire vocabulary within the context of MuCo. The findings indicate that MuCo does indeed help participants acquire food vocabulary. However, there is no significant difference in the effectiveness of the two different feedback types, which is likely due to the fact that both feedback types have been refined within their respective environments. Nevertheless, there is evidence to suggest that participants found the game that contained the digital game-style feedback to be more game-like than the other version. It was also found that, for several participants, MuCo did motivate them in the sense that they played more of the game than was required. Finally, there was no significant effect found for the participants’ self-reported gaming habits, personalities, or motivation. These findings suggest that well-designed digital games can help learners acquire Spanish vocabulary, and that the impact of differences among participants is negligible when the game is well designed.Item List recall in children with specific language impairment and children who stutter : a preliminary investigation(2011-08) Nelson, Kristen Lee; Sheng, Li, Ph. D.; Byrd, CourtneyThis thesis extends a previous pilot study with children who stutter (CWS) to include children with specific language impairment (CSLI). The current study examines lexical-semantic organization in these two clinical populations in hopes of comparing and contrasting behavioral profiles. The study employed a list-recall task to assess the lexical-semantic organization of 9 CWS, 5 CSLI, and 20 typically developing children matched for age and vocabulary. Similar to previous investigations, our child participants demonstrated the well-documented list position effects. With regard to recall accuracy, by-participant analyses revealed significant differences between CSLI and their age-matched peers; however, they did not reveal significant differences between the CWS and either of their control groups nor between the CSLI and CWS groups. Further, inspection of error distribution suggested significant differences in the number and types of errors the CSLI and control groups produced. The prevalence of unrelated and previous list errors in CSLI suggest that deficits in inhibitory processes as well as perseveration may have affected their performance. Areas of overlap and divergence in the profiles of CWS and CSLI indicate continuity in the degree of lexical-semantic weakness as well as differences in lexical retrieval and executive functions among CSLI and CWS.Item Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth(2015-01-21) Bravo Paniagua, Tamara AndreaShared book reading (SBR) is considered the standard in fostering preschool children?s oral language skills. However, research has emphasized that extratextual conversation around book reading (i.e., questions, comments, and statements outside the actual reading), in particular, is related to effective book reading because it provides children with the opportunity to interact with word and word meanings beyond the text. The present dissertation examines how teacher questioning around SBR, and particularly high cognitive demand questions, impact children?s vocabulary growth. No reviews of the research have been conducted on the effect of cognitive complexity of questions around SBR on preschoolers? vocabulary knowledge. Therefore, the second chapter of this dissertation presents a systematic literature review that summarizes and identifies the similarities and differences among studies of questions shared book reading conducted in recent years. The review revealed that the effect of cognitive complexity of questions around SBR on preschoolers? vocabulary knowledge is limited, and the findings are not conclusive. The third chapter consists of an observational study that examined how the cognitive complexity of teacher-generated questions around SBR was associated with preschoolers? receptive and expressive vocabulary knowledge. The sample consisted of 100 children nested under 13 teachers who were part of a larger vocabulary intervention study in which small groups of children participated in 18 weeks of 5-day instructional shared reading cycles of approximately 20-minutes. The teachers followed a well-scripted curriculum, but for purposes of the present study only spontaneous, unscripted teacher questions around SBR were considered. The reading sessions were video recorded, and teachers? questions were coded according a rubric that evaluated cognitive demand level (four levels, from labeling to associating words and concepts) using The Observer XT (Noldus Information Technology, 2013). It was hypothesized that teachers who asked more spontaneous questions than required by the curriculum (i.e., unscripted questions) would be more effective at increasing children?s vocabulary learning. It was also hypothesized that cognitively demanding questions would be associated with higher word learning among children. Contrary to the expectations, the frequency and duration of all unscripted questions did not predict expressive nor receptive children?s vocabulary knowledge on standardized or researcher-developed measured. However, the duration of questions that placed high cognitive demands on the children predicted their scores on a standardized test of expressive vocabulary.Item Reading comprehension predictors and interventions for bilingual adolescents : a review of best practices(2016-05) Hubbard, Emma Lee; Booth, Amy; Sundarrajan, MadhuEnglish language learners (ELLs) comprise a large and growing portion of the United State’s school population. Many ELLs experience difficulty acquiring English reading comprehension. These deficits grow larger as students age due to the Matthew effect and can contribute to significant difficulty accessing the educational environment. This review addresses the skills that contribute to reading comprehension outcomes to identify the key predictors of reading comprehension outcomes for bilingual adolescents. Vocabulary, syntax, and facility in managing cross-linguistic factors emerge as the linguistic skills most directly correlated to reading comprehension abilities. This review concludes by addressing best practices in intervention within these three areas to identify evidence-based approaches to mediate reading comprehension deficits in adolescent ELLs.Item Target language captioned video for second language listening comprehension and vocabulary acquisition(2014-12) Cano, Clarissa Ysel; Pulido, Diana C.This report surveys existing literature in order to determine how best to implement target language captioned video in a classroom of a particular context: a Korean church in the U.S. whose members desire to improve their English language ability for the purpose of sharing the gospel of resurrection in English. In order to gain insight into the benefits and limitations of target language captioned video on second language listening comprehension and vocabulary acquisition and thus how to use the learning tool optimally, literature is reviewed regarding word knowledge, processing strategies, and reported gains or effects of the use of captioned video. Then, incorporating the information gleaned from the literature, two sample lesson plans are presented utilizing the C-Channel English testimony videos as the primary tool for instruction.Item Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?(2015-08) Zayan, Shaimaa Mohamedhamed; Linan-Thompson, Sylvia, 1959-; Bryant, Brian R.; Flower, AndreaThis exploratory study compares the efficiency of two Arabic early literacy curricula that vary in the order they introduce letters and the level of emphasis placed on fostering vocabulary and comprehension skills. School-1 introduces letters in an innovative order, teaches vocabulary in context, and fosters listening comprehension while School-2 introduces letters earlier but in their alphabetic order and often introduces vocabulary in lists. The reading programs were implemented in two schools teaching Arabic as a second language in a southwestern state. Twenty-seven 1st grade students were assessed individually for 15-20 minutes at the beginning of the academic year 2014-2015 and again in mid-spring. Measures included letter naming, syllable reading, word reading, rapid naming of unique letters, rapid naming of confusing letters, listening comprehension, first-sound isolation phonological awareness, and odd-word identification phonological awareness subtasks. In addition to the assessment, two classroom observations were conducted in each school. Results showed that School-1's students scored significantly higher than School-2's students on the comprehension subtest without compromising the coding-related skills. Students in School-1 also had a lower level of letters confusability. In addition, only students in School-1 improved significantly in the first-letter isolating task. Finally, error analysis of the letter naming and first-letter isolation task showed different patterns in each school. Results are discussed in the context of the observed differences in the two schools' Arabic instruction.Item The effects of vocabulary instruction on English language learners(Texas Tech University, 2008-05) Won, Mijin; Janisch, Carole; Burley, Hansel E.; Akrofi, AmmaThe effectiveness of vocabulary instruction for first language learners has been reviewed in several studies (Petty, Herold, & Stoll, 1968; Stahl & Fairbanks, 1986; National Reading Panel, 2000). However, the reviews of vocabulary instruction research focusing on learners of English as a second (ESL) or foreign language (EFL) are fewer in number. Because empirical research has explored more fully which vocabulary instruction is more useful for learning English vocabulary, there is a need for a study reviewing the results of research related to ESL or EFL students. Many empirical studies measured the effectiveness of some instruction individually in particular cases. Therefore, each instructional approach needs to be examined, reviewed, and integrated to determine the effectiveness as a whole. The findings will have implications for teaching vocabulary to ESL or EFL students. With the above purpose in mind, the following research questions guided my study. Each will be answered by integrating previous studies in this meta-analysis. 1. How can vocabulary instruction for English language learners used in quasi-experimental or experimental studies be categorized? 2. To what degree are these instructional methods effective? What are the effects of such methods on learning vocabulary for English language learners¡¯ achievement? 3. Under what conditions are these kinds of instruction effective? That is, what are the mediating effects of substantive variables affecting vocabulary instruction, such as the age of samples, their levels of English, geographical location, and the publication source of study? To review these various instructional methods with lesser bias and greater validity than the traditional review, a meta-analysis was conducted. Using meta-analysis techniques, the research relating to vocabulary instruction for English language learners was synthesized. Meta-analysis uses effect size as a common metric for comparing outcomes of each experimental or quasi-experimental study. The meta-analytic process has five basic phases (Glass, 1976): (1) formulating the problem, (2) collecting the data, (3) evaluating the data, (4) synthesizing the data and (5) presenting the findings. The categorization of vocabulary instructional studies indicated the variety of instructional approaches studied in the past three decades. Studies were categorized as contextualized instruction, semi-contextualized instruction, or decontextualized instruction. The three categories of studies were divided by multimedia and non- multimedia. The category of studies used multimedia as a teaching tool measured computer-related learning word programs. These computer programs were subcategorized as to whether they used first language supports in the programs. The overall effect size was d=.69 for this meta-analysis. Since the effect size is the same as a z score, an effect size .7 is the same as .2580 (about 26%). This means that if the control groups were to receive the treatment, their scores should improve about 26% on the average. Even though all of the instruction is effective for English language learners, decontextualizing instruction is the most effective for them. Decontextualizing instruction is focusing on the word meaning separately from context with a flash card or word list, or any other activities that focus on forms or core meanings of words. Contextual instruction shows the lowest effect size than the other two types of instruction. The study indicates there are no different effects of vocabulary instruction on learning condition between ESL and EFL. The use of multimedia in vocabulary instruction was found to be more effective than control groups, but the effect size of multimedia groups was lower than the group without multimedia use. Therefore, it could be said that the use of a computer is not better than a classroom teacher. Although there are debates on the effectiveness of first language use for second language learners, the results of this study yielded no differences with or without first language supports, unless the instruction was associated with the other specific factors. This meta-analysis confirms that vocabulary instruction for ESL or EFL learners has some similarities and dissimilarities to that of first language learners. To determine more effective instruction for EFL or ESL learners, a consideration of the characteristics of learners and environments as well as instructional approaches should be made. From this study, it was concluded that effective instruction for English language learners depends on the conditions of vocabulary instruction. ESL and EFL classroom teachers need to consider the difference depends on the conditions of vocabulary instruction. ESL and EFL classroom teachers need to consider the differences of first and second language vocabulary acquisition as well as student learner characteristics.Item Tož, tak to bylo, anyway : the borrowing and adaptation of the discourse marker 'anyway' in Texas Czech(2011-05) Tomeček, John Michael; Rappaport, Gilbert C.; Boas, Hans C.This thesis addresses the borrowing and adaptation of the English discourse marker (DM) anyway into the speech of the Czech-speaking diaspora in Texas, known widely as Texas Czechs (TC). The primary goal of the thesis is to assess which subtypes of 'anyway', according to the schema of Ferrara (1997), are borrowed into TC, and to what extent. Chapter one addresses the sociolinguistic history of the TC community. The historical origins of the people and cultural background are provided. Late in the chapter, I provide a discussion of previous scholarship in the field of TC linguistics over the last half-century. Chapter two addresses the theories of borrowing and code-switching in language. The two are disambiguated, and a basic set of conditions which define the two are proposed. From this, I address Serra's (1998) theory of a mixed-code system, which relies on the knowledge of two separate codes for understanding, but also utilizes borrowings. The works of Fuller (2001) and Weilbacher (2007) in Pennsylvania and Texas German communities are addressed, as is Johnson's (1995) work on Tejano. The chapter concludes with a brief description of DMs. Chapter three describes the subtypes and features of 'anyway' in English according to Ferrara's (1997) schema, as well as surveys a number of possible counterparts for 'anyway' in standard European Czech. Chapter four analyzes borrowed 'anyway' in TC speech as a Ferraran subtype. I disambiguate the uses of various types of anyway, proposing that only anyway, Ferrara's only true DM, is borrowed in TC. I demonstrate that possible functions of native TC DMs similar to 'anyway' function inherently differently than those of Ferrara. I show that 'anyway' is borrowed into TC to fulfill a pragmatic gap in the form of 'anyway', whereas the two adverbial subtypes are not borrowed. In older data, these two were borrowed, but no examples exist in modern speech. I propose that this is indicative of the TC's existence as a mixed-code system, in that knowledge of both English and TC are required to properly choose the appropriate DM and to understand borrowed DMs from the other code.Item Twist in the list : frame semantics as vocabulary teaching and learning tool(2011-05) Atzler, Judith Kerstin; Abrams, Zsuzsanna; Blyth, Carl; Boas, Hans C.; Urlaub, Per; Hess, PeterThe purpose of this study, which is grounded in applied linguistics, was to investigate two ways of presenting vocabulary in a German language class in order to determine whether Frame Semantics is a feasible tool with regards to students’ vocabulary acquisition and culturally appropriate usage of vocabulary. In addition, this study examined learners’ attitudes toward the new method of vocabulary teaching and learning. A total of 34 university students enrolled in four second-semester German classes participated in this study. In the Control Group rote memorization techniques were used, while the in the Treatment Group frame semantics was utilized for the teaching and learning of vocabulary. The data was analyzed through quantitative methods. The quantitative data was derived from an online demographic survey, a vocabulary pre-test, two vocabulary post-tests (an immediate post-test and delayed post-test), a cultural appropriateness pre-test, two cultural appropriateness post-tests (an immediate post-test and delayed post-test), as well as an pre-test and post-test attitude scale provided as an online questionnaire. Analysis of the data indicates that there was no statistically significant difference between the two groups with regards to their cultural appropriate usage of the vocabulary items, and no statistically significant differences were observed with regards to vocabulary recall and retention. In addition, only the factor of enjoyment yielded significant differences with regards to learners’ attitude, while the factors of motivation, interest and confidence did not show statistically significant differences between the groups. Thus, the results indicate that both methods – Frame Semantics and the more traditional methods – are suitable for vocabulary learning and teaching as both methods resulted in an increase of learners’ vocabulary knowledge, including long-term retention.Item Visuals and vocabulary : the next generation in mathematics education(2010-08) Olivarez, April Lisa; Armendáriz, Efraim P.; Daniels, Mark L.In recent years, there has been a growth of using visuals and vocabulary in mathematics and mathematics classes. The purpose of this Master’s Report is to illuminate research done in the realm of mathematics education related to the increasing use of visuals and visual devices as models for mathematical concepts, as well as visuals for quick reference or “short cuts.” Also discussed is mathematics vocabulary, the words most likely seen on mathematics exams, standardized state tests, and overall, any vocabulary most likely to trigger problem solving strategies and solutions. Trends such as “word walls” and “graphic organizers,” as well as vocabulary strategies aimed at oral, visual, and kinesthetic learners have all emerged in the classroom. Other strategies implemented and researched include student mathematics journals, student created mathematics dictionaries, children’s literature, graphic organizers, and written explanations of open ended word problems. All proved to enhance students’ mathematical vocabulary, increase comprehension and increase ability in communication of mathematical ideas. Furthermore, the use of visual models has emerged in mathematics courses in order to promote more mathematical understanding. “Proofs without words” and patterns and pictures are growing in their use to explain mathematical concepts and ideas. Visual devices that help students arrive at probable answers also have grown in their implementation in the classroom and beyond. Overall, has the increased use of visuals and vocabulary in both mathematics education and mathematics in general improved the mathematical understanding of our society? What research, if any, has been done to document the effects of word walls, graphic organizers, and etcetera? The research will show that, yes, an overwhelming amount of data shows that the implementation of such visual and vocabulary strategies can improve the mathematical understanding of those exposed to the strategies and devices.Item Vocabulary outcomes among low income preschoolers for dialogic reading interventions(2012-05) Fergus, Alyson Marie; Peña, Elizabeth D.; Sheng, LiReceptive and expressive vocabulary skills in preschoolers are predictors of later literacy skills. Research shows that children from low socioeconomic status (SES) backgrounds are generally behind their peers in the area of vocabulary skills when they enter school. Many preschool programs now focus on increasing these skills through shared book reading interventions. The purpose of the current research is to study the efficacy of a specific shared book reading intervention, dialogic reading, with low-income preschoolers in the area of vocabulary development. The search yielded 10 intervention studies that utilized dialogic reading strategies in interventions with the target population. Studies yielded mixed results but generally found that dialogic reading intervention does have significant positive effects on receptive and expressive vocabulary. Limitations and implications for practice are discussed.Item Vocabulary use in seven- to nine-year-old bilingual children with and without language impairment(2012-05) Ubels, Anna Jo, 1988-; Bedore, Lisa M.; Pena, ElizabethThe purpose of this study was to evaluate the characteristics of vocabulary use of seven- to nine-year-old bilingual children with and without language impairment. 74 participants (37 typically developing and 37 language impaired) ranging from age 7;0 to 9;11 years were matched based on age, language dominance and when they first began speaking English. The Test of Narrative Language (TNL) was administered to the participants in English and Spanish. The three oral narratives of the English and Spanish TNL were transcribed and scored. A prototypical word list was derived from 10 high scoring students from the normative data set. Word lists from both the TD and LI participants in English and Spanish were compared to the prototypical word list. Results indicated that the participants produced more prototypical words when telling stories in English than in Spanish. TD participants also produced more prototypical words than LI participants overall. The results have implications for both assessment and intervention and add to our knowledge of word selection in bilingual children with and without LI.