The effects of multimedia-enhanced instruction on the vocabulary of english-language learners and non-english-language learners in pre- kindergarten through second grade

• Autores: Rebecca Silverman, Sara Hines
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 2, 2009, págs. 305-314
• Idioma: inglés
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• Resumen

  • 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