Research Updates: Boosting vocabulary for young ELL students

Research Topic: Boosting vocabulary learning for young English Language Learners through multi-media instruction.

Research Subjects: Pre-kindergarten through 2nd grade

Article: Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101, 305-314.

Summary of findings

The researchers provided two treatments to children in preschool through second grade: In one condition, books on habitats were read to the children, and in the second condition, children heard the books, and were also shown videos that reinforced the ideas and vocabulary from the books.

Children who were English-language learners (ELL) gained more vocabulary knowledge from the multi-media condition. Children who were non-English language learners (non-ELL) did equally well in both conditions.

The ELL children who received the multi-media instruction narrowed the gap in general vocabulary knowledge with the non-ELL children, and actually closed the gap in specifically targeted vocabulary words.

The researchers concluded that the multi-media approach was useful for the ELL students, and was not harmful to the non-ELL students, so it could be appropriate for inclusive settings.