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.
Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3), 437–451. http://doi.org/10.1017/S1366728911000393
摘要:本纵向准实验研究探讨了中学生词汇生成干预对英语家庭学生、来自少数语言家庭的精通英语的学生、英语水平有限的学生学习、维持和巩固学术词汇的影响。采用个体生长模型，我们发现，平均而言，在教学期间接受词汇生成的学生比对照组学校学生在目标词汇知识上有更多的提高。我们发现，教学与家庭语言状态之间存在着交互作用，因此，来自少数语言家庭的精通英语的学生比来自英语家庭的学生进步更多。然而，在教学期间，英语能力有限的学生并没有取得与来自少数语言家庭中更精通英语的学生同等的成绩。在教学结束后的秋季和第二年的春季，我们进行了跟踪评估，以确定学生在多大程度上保持和巩固了目标学术词汇。干预组的学生在两次跟踪评估中都保持相对的进步。
相关链接: https://doi.org/10.1007/s11145-016-9703-3
相关文献: 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
