Sibold, C. (2011).

Building English language learners’ academic vocabulary

strategies & tips. Multicultural Education, 12(2), 24,Retreived from :
http://go.galegroup.com.library2.csumb.edu:2048/ps/i.do?&id=GALE|A274955692
&v=2.1&u=csumb_main&it=r&p=AONE&sw=w&authCount=1

Claire Sibold, former teacher and editor, specializes in curriculum development and
literacy presents many strategies to improve vocabulary instruction in classrooms.
This article focuses on the need to address the three different tiers of vocabulary in
different ways to maximize impact on second language learners. The work of Beck,
McKeown, and Kucan's Three Tier Model (2002) is referenced along with several
other experts in the field. With her vast experience in public and private schools in
Arizona, Washington, and Hong Kong she brings a global perspective to her findings.
The overall theme is that there is a need for more explicit instruction in academic
vocabulary for our English language learners to achieve at comparable levels to
their English only counterparts. My final paper in this class will look at ways to use
instructional technology that supports vocabulary development in elementary
classrooms.

Gomez Domingo, M. & Badia Gargante, A. (2016) Exploring the use of educational
technology in primary education: Teachers’ perception of mobile technology
learning impacts and applications’ use in the classroom. Computers in Human
Behavior, Volume 56, 21-28 Retrieved from :
http://www.sciencedirect.com.library2.csumb.edu:2048/science/article/pii/S0747
563215302387

Based on a study of one hundred two teachers across 12 different primary schools
in Spain, Gomez Domingo and Badia Gargante explore the influence teachers
perceptions of mobile technology has on usage in the classroom. Overall findings
indicated that teachers perceived that mobile technology was most useful sharing
access to information, improving levels of engagement, and facilitating improved
learning techniques. The area that was viewed as the least impactful was learning
through collaboration. When looking at the usage of apps in the classroom, content
based apps were preferred over skills based apps. Badia Gargante, an expert in
learning strategies and knowledge construction in e-learning environments co
authored this study with Phd student Marta Gomez Domingo to determine the
effects a teachers preconceived notions has on how technology is used in the
classroom. This research improves my understanding of an important factor that
determines the usage of technology in primary classrooms while I prepare to write
my final paper for this course
Carlo, M. & August, D. (2004) Closing the gap: Addressing the vocabulary needs of
English- language learners in bilingual and mainstream classrooms. Reading
Research Quarterly, 39 (2), 188-215. Retrieved from:
http://www.jstor.org.library2.csumb.edu:2048/stable/4151671?seq=1#page_scan_
tab_contents

Understanding the most effective instructional strategies to support our English

language learners at my site is the focus of my capstone project. This article,
collaborated on by eight different professors from Harvard, UCSC, and University of
Miami explored this exact topic. The research included 9 fifth grade classes, across
California, Massachusetts, and Virginia with a total of Two hundred fifty four
students. While about half of the students were Spanish speakers, their native
countries ranged from Mexico to Puerto Rico, all the way to Central America. The
other half of the students were English only, A fifteen week intervention plan was
developed that was based on strategies for acquiring new words and teaching tier
two academic words that play a role in multiple content areas. The findings of this
study showed that direct vocabulary instruction was beneficial for not only English
learners, but English only students as well. While there were differences in results
across sites, they all still showed that the intervention was successful in attempting
to bridge the gap in reading comprehension through the development of increased
vocabulary understanding. I plan to use their findings while developing my own
professional development units to share at my site and create intervention
programs for our students to participate in.

Nueman, S . & Roskos, K. (2012), More Than Teachable Moments: Enhancing Oral
Vocabulary Instruction in Your Classroom. Reading Teacher, 66 (1) 63-67. Retrieved
from:
http://eds.b.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=0&si
d=de2e2f42-cb86-492c-b5ef-
9ab80e3085e1%40sessionmgr120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
AN=79616138&db=aph

Susan Nueman, Professor at University of Michigan alongside Kathleen Roskos

professor at John Carroll University,examined the role teachable moments play in
vocabulary development in our elementary schools. Their work acknowledged that
there is value in the incidental learning that naturally occurs in classrooms as new
words are introduced organically throughout the instructional day. However, it also
echoed the articles listed above, that English learners need more than incidental
learning to attempt to bridge the language barrier. Targeting key words, creating
meaning through knowledge networks, and a dedicated consistent instructional
routine were recommended as best practices for explicit methods for instruction.
Their findings will support the work I am doing with my capstone project and IDD.

De Vere Woolsey, T., Smetana, L, & Grisham, D. (2015) Vocabulary Plus Technology
An after- reading approach to develop deep word learning. The Reading Teacher
68(6) 449-458 Retrieved from
http://onlinelibrary.wiley.com.library2.csumb.edu:2048/doi/10.1002/trtr.1331/fu
ll

This collaboration by De Vere Woolsey, Smetana, and Grisham, three university

professors that have backgrounds in educational technology and psychology,
introduces methods for integrating technology with vocabulary development.
Highlighting the importance of student determining word selection and heightened
student engagement through the use of technology, this article peaked my interest
for my IDD as well as my capstone project. While reading the information
presented, I did question what their relationship to VSS+ was, as the push for it
seemed to have an angle. I did appreciate their acknowledgement that many
schools are all over the map with what technology they have and teacher training.
Both of these factors have huge impact on the usage of their ideas. The project that
was shared, their look at Mr. Danyshs’ class, was informative however I felt like if
they had studied more than one classroom, their information would have had more
credibility. All things considered, I do still want to consider the strategy shared here
as a possible option for work at my site.