Using Pictures to Teach Content to Second Language Learners

Wood, Karen D.; Tinajero, Josefina

doi:10.1080/00940771.2002.11495331

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…From an instrumental standpoint, these initial explanations can be multimodal to include verbal, visual, and virtual tools. The non-linguistic approach of using pictures, drawings, charts, graphs and other visual representations has much support in the professional literature for assisting students of all ability levels including English language learners with newly introduced vocabulary [33,34]. In addition, digital tools are readily available to help reinforce the student's friendly explanations, such as visuwords.com which shows a graph of related terms and www.visualthesaurus.com which provides an interactive map complete with definitions and pronunciations.…”

Section: Instructional Implicationsmentioning

confidence: 99%

The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction

Harmon

Wood

2018

Education Sciences

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The main purpose of vocabulary instruction is to enhance and support reading comprehension. This goal spans across the grade levels and different disciplines and is supported by a plethora of research. In recent years, a great deal of needed attention has been finally given to academic vocabulary and disciplinary literacy. To contribute to this body of knowledge, we believe it is critical to examine how the complex relationship between vocabulary and comprehension may be addressed in secondary content area classrooms, given the unique nature of the academic vocabulary students encounter daily in school. This conceptual paper contains the following: (1) definition of academic vocabulary; (2) description of what is known about the vocabulary–comprehension relationship; (3) conceptualization of the intersection of academic vocabulary and the vocabulary–comprehension relationship; and (4) instructional implications emerging from this intersection. Perhaps this conceptualization may provide disciplinary practitioners more insight to help them make decisions regarding vocabulary instruction.

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Section: Instructional Implicationsmentioning

confidence: 99%

The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction

Harmon

Wood

2018

Education Sciences

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“…While the degree of writing done by the students may vary, the goals include extended discussion of a selected topic and the composing of a text via input and participation of students. In the Picture Word Induction Model (Calhoun, 1999;Wood & Tinajero, 2002), the discussion of a picture helps to generate the content for the collaboratively constructed text.…”

Section: Instructional Practicesmentioning

confidence: 99%

Using modeled writing to support English-only and English-learner second-grade students

Mohr

2016

The Journal of Educational Research

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This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre-and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities.

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“…This not only increases students' interest in reading comprehension, but also promotes their understanding, thereby enabling success in the comprehension tasks. Wood and Tinajero (2002) suggested that successful use of stimulation, such as colour, shape, or texture, allows students to activate previously learnt lexicons, narrows the information gap between students in L1 and L2, develops a sense of belonging in the classroom and encourages students to establish self-and peer-motivating energies. It is noteworthy that some researchers (e.g., Brock 1998) have found that structural and organisational instructions concerning comprehension tasks, together with short, appropriate and productive physical movement, such as standing at a desk while doing class-work, sharpening a pencil or dusting the blackboard, can enhance the memories of main ideas in students with AD/HD and strengthen their attention span.…”

Section: Literature Reviewmentioning

confidence: 99%

Reading intervention for secondary students with hyperactive behaviours in Hong Kong

Pang¹,

Zhang

2011

Emotional and Behavioural Difficulties

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This study examines the effect of a reading intervention aimed at improving the comprehension performance of three students with hyperactive behaviours in Hong Kong. Comprehension tasks, adopted from local exercise books based on Hong Kong Certificate Education Examination Paper I, were used to appraise three participants' reading performance, and their corresponding in-class behaviours were observed and recorded as a point of reference. A five-week reading intervention, introducing four major adjustments to the conventional drilling task, including pre-teaching vocabulary, providing visual clues, offering instructions on a separate piece of paper and encouraging productive physical movements, resulted in an improved reading outcome. Following the treatment stage, a two-week conventional comprehension approach was re-employed and results compared with those at the pre-intervention stage. A very slight improvement was shown, suggesting the effectiveness of the intervention. A similar pattern of improvement in students' behaviour was shown during the intervention. The results indicated that students made improvements in terms of both comprehension results and behavioural status. Implications for teachers facilitating students with hyperactive behaviours are discussed.

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Using Pictures to Teach Content to Second Language Learners

Cited by 7 publications

References 2 publications

The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction

The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction

Using modeled writing to support English-only and English-learner second-grade students

Reading intervention for secondary students with hyperactive behaviours in Hong Kong

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