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., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757–786. https://doi.org/10.1002/tesq.346
摘要:本文采用个体成长模型分析方法，研究了重新学习英语流利程度(RFEP)学生的一般词汇、学业词汇和阅读理解发展轨迹。该样本包括1226名来自加州城市学区6所中学的六至八年级RFEP学生。学生们在两年的时间内完成了多达四次与阅读相关的测试。研究结果表明，(a)学生在词汇和阅读测试的成绩与他们重新学习的年龄呈正相关，(b)学生的所有成绩均随时间呈增长趋势与增长速度和他们重新学习的年龄无差异。研究结果显示，最近才重新学习的学生可能需要持续的支持才能确保他们的英语发展能持续进步。
基金资助: This work was supported by Grant Number R305A090555, Word Generation: An Efficacy Trial, from the Institute of Education Sciences, U.S. Department of Edu- cation (Catherine Snow, Principal Investigator). https://ies.ed.gov
相关链接：http://doi.org/10.1177/1367006914521698
xiang guan wen x: Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332. http://doi.org/10.1177/1367006914521698
