TY - JOUR
AU - Hines, Sara
AB - This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings.
TI - The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade
JF - Journal of Educational Psychology
DO - 10.1037/a0014217
DA - 2009-05-01
UR - https://www.deepdyve.com/lp/american-psychological-association/the-effects-of-multimedia-enhanced-instruction-on-the-vocabulary-of-0e6Nqtt69N
SP - 305
EP - 314
VL - 101
IS - 2
DP - DeepDyve
ER -