Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
ESL/ ELLs, Literacy, vocabulary, academic vocabulary
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.