The Development of Vocabulary and Comprehension in Spanish-Speaking English-Language Learners (ELLs)

2:15 - 3:45pm

Vancouver Convention Centre, Second Level, East Room 17

It is well established that vocabulary is a critical component of literacy development and that many children, particularly second language learners, lack the academic vocabulary necessary to comprehend school texts (August & Shanahan, 2006). One promising approach for developing the vocabulary of native Spanish speakers in particular is to focus on cognates (August, Carlo, Dressler, & Snow, 2005). This intervention study extends the work of previous cognate studies by comparing the effects of an intervention delivered solely in English as a general academic vocabulary curriculum vs. delivered through English and Spanish as a cognate curriculum, with explicit connections made across languages.