Content-Based Vocabulary Instruction: Using Cognates to Promote the Vocabulary Development of Native Spanish Speakers
(also known as Enhancing Vocabulary Through Cognate Awareness or EVOCA)
Funder: U.S. Department of Education, Institute of Education Sciences (IES)
June 2007 – May 2012
In collaboration with the University of Connecticut, CAL is developing and testing the efficacy of two cognate-based interventions on the vocabulary development, morphological awareness, and reading comprehension of native Spanish speakers in the middle school grades. Preliminary findings suggest that the interventions had a positive effect on words and roots taught in the curriculum.
This project is linked to another CAL research program, Vocabulary Instruction and Assessment for Spanish Speakers.