Term
Spring 5-13-2016
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Thereasa Gluek
Secondary Advisor/Reader One
Krista Schweppe
Peer-Reviewer/Reader Two
Alexander Kermes
Abstract
One of the barriers to English Learners finding success at school is proficiency with academic vocabulary. This paper documents the need for explicit instruction of academic vocabulary in addition to effective teaching and assessment strategies to use with students. The author describes an academic vocabulary unit which they implemented with middle school English Learners. The unit was based on the research of Graves and Beck, McKeown and Kucan as well as others. The author reaches the conclusion that explicit instruction positively impacts the ability of English Learners to understand and use academic vocabulary terms.
Research Methodology
Action Research
Keywords
ESL/ ELLs, Literacy, vocabulary, academic vocabulary
Recommended Citation
Kermes, Katherine Marie, "How Does Explicit Instruction Enhance the Understanding of Academic Vocabulary for Middle School English Learners?" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4137.
https://digitalcommons.hamline.edu/hse_all/4137