Other Information:
I am a Professor at the University of Oslo. Faculty Profile
I am the founder of Reading Ways, a full-service consultancy that provides the tools and expertise schools need to bring MTSS to scale. Reading Ways brings strong research-based and effective professional learning to every content area classroom. Learn more at www.readingways.org.
Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856. https://doi.org/10.1007/s11145-016-9703-3
摘要:采用个体成长模型研究了少数民族语言的青少年学生一般词汇和学业词汇发展轨迹。我们的分析样本包括3161名来自加利福利亚州城市学区的六至八年级学生。在我们的样本中，少数民族语言的学生被分为初学流利英语(IFEP)、重新学习流利英语 (RFEP)或流利程度有限英语(LEP)三类。分析样本并不是一个具有全国代表性的样本，而是包括了大量的亚洲学生和受过天才精英教育的学生。学生在四个时间点接受一般词汇标准化测试和研究人员开发的学业词汇测试的评估。在这两项词汇量测试中，初学流利英语（IFEP）学生的平均成绩略优于仅会英语(EO)的学生，而EO学生的得分高于RFEP和LEP学生。RFEP和LEP学生在一般词汇量上的增长速度比EO学生慢。在一般词汇上，尽管仅会英语(EO)的学生和少数民族语言的学生都出现了暑假退步现象，但是其暑假退步的程度并没有LEP学生的那么大。在学业词汇方面，所有类别的少数民族语言学生比仅会英语(EO)的学生增长速度更快。只有REP的学生在暑假期间学习发生了变化。我们进一步讨论这些发现对所有语言类别学生的启发。
基金资助: This research was supported by Grant Number R305A090555, Word Generation: An Efficacy Trial (PI: Catherine Snow) from the Institute of Education Sciences (IES), US Department of Education (USDE). https://ies.ed.gov/funding/grantsearch/details.asp?ID=824
相关链接: https://doi.org/10.1080/19345747.2016.1237596
相关文献：Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. https://doi.org/10.1080/19345747.2016.1237596
