ijonmes International Journal of Modern Education Studies 2618-6209 Mevlüt AYDOĞMUŞ Studies on Education Eğitim Üzerine Çalışmalar Strategies to Improve English Vocabulary and Spelling in the Classroom for ELL, ESL, EO and LD Students https://orcid.org/0000-0003-2092-1096 Alshahrani Haya Ali Finesse University of Arizona, College of Education 12 31 2019 3 2 65 81 10 21 2019 12 12 2019 Copyright © 2017, International Journal of Modern Education Studies 2017 International Journal of Modern Education Studies

Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced vocabulary skills were reading strategies, story book reading strategies, and memorization strategies. The strategies that enhanced spelling skills were Cover, Copy, Compare (CCC) and writing strategies. Results showed that the strategy of storybook reading enhanced the vocabulary skills among both English Only and ESL students. Writing strategies resulted in spelling skill improvement for students with LD. Future research should focus on the CCC strategy application to improve their vocabulary skills for ESL students who also have LD.

 Strategies vocabulary spelling learning disabilities english as a second language english-only Arriaga, R. I., Fenson, L., Cronan, T., & Pethick, S. J. (1998). Scores on the MacArthur Communicative Development Inventory of children from low and middle-income families. Applied Psycholinguistics, 19(02), 209-223. Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96(4), 415-422. Brown, T. S., & Perry, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25(4), 655-670. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215. Carter, S. L., Wong, C., & Mayton, M. R. (2013). Enhancing foreign language competency using the cover, copy, compare technique: An exploratory evaluation. Education & Treatment of Children, 36(2), 105-116. doi:10.1353/etc.2013.0010 Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198. doi:10.1111/j.1540-4781.1996.tb01159.x Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. Crystal, D. (2003). English as a Global Language, 2nd Edition. Cambridge: Cambridge University Press. Darch, C., Kim, S., Johnson, S., & James, H. (2000). The strategic spelling skills of students with learning disabilities: The results of two studies. Journal of Instructional Psychology, 27(1), 15. Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N., & Kurs-Lasky, M. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42(6), 1432-1443. Dupuy, B., & Krashen, S. D. (1993). Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 4, 55-63. Einstein, G. O., McDaniel, M. A., Owen, P. D., & Cote, N. C. (1990). Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29(5), 566-581. Erion, J., Davenport, C, Rodax, N., Scholl, B., & Hardy, J. (2009). Cover-copy-compare and spelling: One versus three repetitions. Journal of Behavioral Education, 18, 319-330. Faraj, A. K. A. (2015). Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context. Journal of Education and Practice, 6(27), 10-19. Farnham-Diggory, S. (1992). The learning-disabled child (Vol. 29). Harvard University Press. Feldman, M. S. (2000). Organizational routines as a source of continuous change. Organization Science, 11(6), 611-629. Goodman, A., McLaughlin, T. F., Derby, K. M., & Everson, M. (2015). The effects of a modified cover, copy, compare on spelling tests and in written compositions for three students with specific learning disabilities. Educational Research Quarterly, 38(3), 3-31. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing. Hoff, E. (2014). Language development. Belmont, CA: Wadsworth, Cengage Learning. Ipek, H. (2009). Foreign Language Reading Anxiety: Proficiency and Gender. International Journal of Learning, 16(8). Jaspers, K. E., Williams, R. L., Skinner, C. H., Cihak, D., McCallum, R. S., & Ciancio, D. J. (2012). How and to what extent do two cover, copy, and compare spelling interventions contribute to spelling, word recognition, and vocabulary development? Journal of Behavioral Education, 21(1), 80-98. Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition?. Applied linguistics, 19(3), 357-377. Joshi, A. & Roh, H. (2009). The role of context in work team diversity research: A meta-analytic review. Academy of Management Journal, 52(3), 599-627. Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96(3), 275-93. Kosmac, A. M. (2010). Cover, copy, and compare: The analysis of a self-managed intervention to increase spelling accuracy across task and time. University of Cincinnati. Lee, B. C., Ipek, E., Mutlu, O., & Burger, D. (2009, June). Architecting phase change memory as a scalable dram alternative. In ACM SIGARCH Computer Architecture News (Vol. 37, No. 3, pp. 2-13). ACM. Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Mäki, H. S., Vauras, M. M., & Vainio, S. (2002). Reflective spelling strategies for elementary school students with severe writing difficulties: A case study. Learning Disability Quarterly, 25(3), 189-207. Manfred, A., McLaughlin, T., Derby, K., & Everson, M. (2015). The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities. Educational Research Quarterly. 38 (3), pp. 3-31. McDaniel, M. A., & Pressley, M. (1984). Putting the keyword method in context. Journal of Educational Psychology, 76(4), 598. McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251, 253-54. Mihai, F. (2014). Assessing English Language Learners in the Content Areas. Ann Arbor, MI: University of Michigan Press. Mioduser, D., Tur‐Kaspa, H., & Leitner, I. (2000). The Learning value of computer‐based instruction of early reading skills. Journal of Computer Assisted Learning, 16(1), 54-63. Mki, H. S., Vauras, M. M., & Vainio, S. (2002). Reflective spelling strategies for elementary school students with severe writing difficulties: A case study. Learning Disability Quarterly, 25(3), 189-207. Morisset, C. E., Barnard, K. E., Greenberg, M. T., Booth, C. L., & Spieker, S. J. (1990). Environmental influences on early language development: The context of social risk. Development and Psychopathology, 2(02), 127-149. Murphy, J. F., Hern, C. L., Williams, R. L., & McLaughlin, T. F. (1990). The effects of the copy, cover, compare approach in increasing spelling accuracy with learning disabled students. Contemporary Educational Psychology, 15(4), 378-386. Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 014-024. Nio Santisteban, L. (2014). The effects of differentiated instruction on the literacy process of learners with interrupted schooling. GIST Education and Learning Research Journal, (9), 31-49. Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, 27(1), 145-161. Rescorla, L. (1989). The language development survey: A screening tool for delayed language in toddlers. Journal of Speech and Hearing Disorders, 54(4), 587-599. Rescorla, L., & Alley, A. (2001). Validation of the language development survey (LDS): A parent report tool for identifying language delay in toddlers. Journal of Speech, Language, and Hearing Research, 44(2), 434-445. Roberts, T. A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second‐language vocabulary acquisition. Reading Research Quarterly, 43(2), 103-130. Sánchez, A, & Manchón, R. M. (2007). Research on Second Language Vocabulary Acquisition and Learning: An introduction. International Journal of English Studies 7(2), vii-xvi. Schwarz, R. & Terrill, L. (2000). ESL instruction and adults with learning disabilities. ERIC Digest. Washington, D.C.: National Clearinghouse for ESL Literacy Education. Shuck, G. (2013). What is ESL? Parlor Press in A Rhetoric for Writing Program Administrators. Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A comparison of direct instruction flashcards and cover, copy compare to teach spelling to elementary school students. Academic Research International, 2(2), 247. Sparks, R., Humbach, N., & Javorsky, J. (2008). Comparing high and low achieving, LD, and ADHD foreign language learners: Individual and longitudinal differences. Learning and Individual Differences, 18, 29-43. Troia, G. A., & Graham, S. (2003). THE CONSULTANT'S CORNER:" Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know". Journal of Educational and Psychological Consultation, 14(1), 75-89. Van Scoter, J., & Boss, S. (2002). Learners, Language, and Technology: Making Connections That Support Literacy. Creating Communities of Learning & Excellence. Viel-Ruma, K., Houchins, D., & Fredrick, L. (2007). Error self-correction and spelling: Improving the spelling accuracy of secondary students with disabilities in written expression. Journal of Behavioral Education, 16(3), 291-301. Wilkins, D. A. (1972). Linguistics in language teaching. E. Arnold, 1973. Yildirim, K., Rasinski, T., Ates, S., Fitzgerald, S., Zimmerman, B., & Yildiz, M. (2014). The relationship between reading fluency and vocabulary in fifth grade Turkish students. Literacy Research and Instruction, 53(1), 72-89. doi:10.1080/19388071.2013.812166