Effect of vocabulary instruction on vocabulary acquisition, reading comprehension and attitudes towards science of middle school multilingual learners with reading difficulties
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Understanding science texts is a daily necessity for individuals in the 21st century. Nevertheless, students in the United States often experience deficiency in this area because the intersection of science and reading instruction represents a critical challenge for teachers and students, especially for students who are emerging multilingual learners (MLLs). Students who are double identified emergent multilingual learners with reading difficulties (MLLs-RD) face compounded challenges reading science texts. The purpose of this study was to examine the effect of a vocabulary intervention on the acquisition of science and general academic words, science comprehension and science attitude for 10 MLLs-RD and students' rating on the effectiveness of the Science Generation intervention incorporated with multimodal direct vocabulary instruction on their learning, engagement, and interest in the topic, and science in general. The study followed an ABAB single case reversal design where participants were divided into 2 groups based on their grade level (i.e., Group 1: 6th grade, and Group 2: 7th and 8th grades). During the intervention students were directly taught new vocabulary, had controlled and open practice and assigned homework. The instructions were culturally responsive and followed the principles of Universal Design Learning. Results reported effectiveness of the intervention on vocabulary acquisition throughout the study phases, while less effects were observed on comprehension.
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Ph. D.