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It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

New from Cambridge University Press!


Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program
Author: Joshua F. Lawrence
Institution: Harvard University
Author: Lauren Capotosto
Institution: Harvard University
Author: Lee Branum-Martin
Institution: University of Houston
Author: Claire White
Institution: SERP Institute
Author: Catherine E Snow
Institution: Harvard University
Linguistic Field: Applied Linguistics
Subject Language: English
Abstract: This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.


This article appears IN Bilingualism: Language and Cognition Vol. 15, Issue 3.

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