Content-Based Vocabulary Instruction: Using Cognates to Promote the Vocabulary Development and Reading Comprehension of Native Spanish Speakers

On the 2005 National Assessment of Educational Progress, among students who are English language learners, 4% of Grade 8 students and 5% of Grade 12 students read at or above the proficient level. In contrast, among students who are not English language learners, 32% of Grade 8 students and 37% of Grade 12 students read at or above the proficient level. Despite the evident need, very little is known about how English language learners become fluent readers at advanced levels. Although some research has been done on young students who are English language learners with beginning reading difficulties, few studies have been conducted with English language learners beyond grade 3.

In this study, researchers address this gap by studying the academic vocabulary development of middle school English language learners who are struggling to learn academic English and develop sufficient reading comprehension abilities to be successful in their content area classes. The goals of this project are to: (a) compare two interventions on the development of English (i.e., vocabulary, morphology, spelling, and reading comprehension skills) and science content knowledge in native Spanish speakers in the middle school grades; (b) determine whether the outcomes of these interventions vary as a function of amount of exposure to Spanish at home and/or school, and/or their current levels of English and Spanish oral proficiency and literacy ability; and (c) contribute to the research base on the transfer of skills from Spanish to English.