Academic Vocabulary Instruction II: Learning 1 Word in 5 Hours Shouldn’t Count as a Success

Study reviewed: Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993-1019. In a previous post, I noted that one of the studies often cited for the success of academic vocabulary instruction, Snow, Lawrence, and White (2009), is in fact an example of its questionable effectiveness. […]

The New York Times Goes Back to the Future: The New Literacy Crisis, Writing Edition

The New York Times education reporter Dana Goldstein on the rather silly notion that most kids are not “proficient” in writing: Three-quarters of both 12th and 8th graders lack proficiency in writing, according to the most recent National Assessment of Educational Progress. And 40 percent of those who took the ACT writing exam in the […]

Academic Vocabulary Instruction: Does Word Generation Really Teach You Two Years’ Worth of Words in 22 Weeks?

Study reviewed: Snow, C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344. One of the hot topics of the past decade or so in language education research has been the teaching of “academic language” and “academic vocabulary.” I have […]

Closing the Books on Open Court Reading

Back in the 1990s, the Los Angeles Times was a big fan of the scripted reading curriculum, Open Court, designed to teach reading in the elementary grades through a heavy dose of explicit, systematic phonics. The Times reporters wrote lots of favorable articles about phonics instruction in general, especially then-education reporter, Richard Lee Colvin. Others […]

Carpe Vinum: Does Drinking Help Vocabulary Retention?

Carlyle, M., Dumay, N., Roberts, K., McAndrew, A., Lawn, W., & Morgan, C. (2017). Improved memory for information learnt before alcohol use in social drinkers tested in a naturalistic setting. Nature. (Open Access) If you thought my previous discussion on the benefits of sleeping on vocabulary acquisition was a bit “out there,” consider the latest […]

Carpe Noctem: Is it Time for Chronolinguistics?

Williams, S. E., & Horst, J. S. (2014). Goodnight book: Sleep consolidation improves word learning via storybooks. Frontiers in psychology, 5. (open access) A few months ago, I read a wonderfully-written and informative book called Rest by Alex Pang. Pang reviews recent research on the benefits of taking breaks, napping, and sleeping on learning, creativity, and productivity. So […]

The Color of Dictation

One of my favorite lines on Twitter is “Not The Onion,” meaning that the headline or story linked to is not supposed to be funny or satirical, like news site, The Onion, but is (bizarrely) true. We need an academic equivalent of this – perhaps, “Not The Journal of Irreproducible Results” (a “science humor” magazine). […]

The Goldilocks Corollary to the Input Hypothesis

Zoe M. Flack, Jessica S. Horst. Two sides to every story: Children learn words better from one storybook page at a time. Infant and Child Development, 2017; e2047 DOI: 10.1002/icd.2047 (paywall) The Input Hypothesis (more generally referred to now as the Comprehension Hypothesis) states that we acquire language by understanding messages (Krashen, 1981, 1982). How exactly do we […]

This Week In Language Education (June 30, 2017)

In Case You Missed It: College Students “Don’t Have Time” to Read, Researchers Claim Do ELLs Need More Grammar and Spelling Instruction? Quick Takes: A Map of Language Diversity – Shows the areas on Earth where the most languages are spoken: “The main locations of each entry from the database were used to calculate the […]

College ESL Students “Don’t Have Time” to Read in English, Researchers Claim

From a recent issue of Language Teaching Research (open access) dedicated to vocabulary teaching: For the past decade, we have been witnessing a heated debate between the advocates of ‘vocabulary-through-input’ position and the proponents of word-focused instruction. The most recent example is the discussion between Cobb, Nation, and McQuillan in the October 2016 issue of Reading in […]

Do ELLs Need More Grammar and Spelling Instruction?

Swanson, H. L., Orosco, M. J., & Kudo, M. F. (2017). Do Specific Classroom Reading Activities Predict English Language Learners’ Later Reading Achievement? Reading & Writing Quarterly, 33(3), 199-210. Swanson and colleagues observed reading instruction in 50 elementary classrooms with 270 Spanish-speaking English-language learners (ELLs) over a period of two school years. Three grade levels were […]

This Week In Language Education (June 23, 2017)

It’s been a slow week, so just a few links: Why You Should Sit Next to a Crazy Person at Starbucks – Researchers found that hearing “meaningful irrelevant speech” in the background caused Chinese readers to re-read words more often than when hearing  “meaningless irrelevant speech.” Who knew there were classifications for “irrelevant speech”? New Journal […]

Converging Evidence on Vocabulary Acquisition: Another Look at Reynolds (2016)

In a previous post, I reviewed a recent study by Reynolds (2016) on the impact of frequency and “congnativeness” in vocabulary acquisition. It is worth discussing his data a bit further in order to compare his findings with Paul Nation’s (2014) estimates on the time efficiency of vocabulary acquisition through reading. Nation analyzed a series […]

I Know What You Shouldn’t Have Done Last Summer

Rachel R. Romeo, Joanna A. Christodoulou, Kelly K. Halverson, Jack Murtagh, Abigail B. Cyr, Carly Schimmel, Patricia Chang, Pamela E. Hook, John D.E. Gabrieli. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cerebral Cortex, 2017; 1 DOI: 10.1093/cercor/bhx131 (paywall) I admit that the opening paragraph of the MIT press release last week for […]

This Week In Language Education (June 16, 2017)

We’ll try doing This Week In Language Education a bit differently from now on. I find it more useful to post reviews and observations throughout the week rather than in one post, so I’ll use this weekly post for very short comments and quick takes/links that may be of interest. What is “Translanguaging”? I have come […]

Frequency and Cognate Effects in Vocabulary Acquisition

Reynolds, B. (2016). The effects of target word properties on the incidental acquisition of vocabulary through reading. TESL-EJ, 20(3), 1-31. Reading is the most powerful tool available to language acquirers for expanding and broadening vocabulary knowledge. Studies have found that while you have a low probability (around 5-15%) of picking up the meaning of an unknown […]

Does Vocabulary Instruction Improve Reading Comprehension?

Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44. One of the most widely-cited articles in the past 40 years on the impact of first-language vocabulary instruction on English reading […]

The IBM Computer Cloud of Unknowing

This press release is making the rounds this week, announcing a collaboration between Sesame Street and the letters I, B, and M. Big Bird and Big Blue are teaming up to do “learning in the cloud” with Jeopardy! champion Ken Jennings Watson the Super-Computer. Their first project together is called a “cognitive vocabulary learning app”: Watson’s augmented […]

The Existential Fallacy: If It Exists, It Must Be Taught

I stumbled across the following observation this morning from a 1983 technical report on reading comprehension by David Pearson and Margaret Gallagher: Existential Proofs The logic of existential proofs seems to be something like this: “If I can prove that a variable affects reading comprehension, then it becomes a candidate for future instructional manipulation. Even better, if […]

Forced “Pleasure Reading” May Get You Neither

Milliner, B (2017). One year of extensive reading on smartphones: A report. JALT Call Journal, 13(1), 49-58. Back in the 1980s, I spent my first year out of college working as a clerk in small clothing company (I majored in ancient history). There was a sign in the break room meant to provide a little […]

This Week In Language Education – May 19, 2017

An abbreviated edition of TWILE since I’m traveling this week and next. But there’s one study that can’t wait . . . Reading Your Way to a Higher TOEIC® Score Mason and Krashen (2017) present a summary of eight case studies on the effect of free reading (reading for fun) on scores for the Test […]

This Week In Language Education (May 12, 2017)

Can Talking to Your iPad Improve Your German? Schenker and Kraemer (2017) (Open Access) compared the speaking proficiency on the SOPI of two groups of college students studying second-semester German (N=52). Students in one group were given iPads for 13 weeks, and assigned three short (average: 75 seconds) speaking assignments each week which they had to record on their iPad. Assignments talking […]

This Week In Language Education: May 5, 2017

Winners of the Week: Books and Reading A new Dutch study published in Scientific Studies of Reading provides more support for the notion that access to books promotes reading, and reading improves comprehension. The researchers examined relationship between the home literacy environment, a child’s print exposure (amount of reading), and reading comprehension. “Home literacy environment” was a combined measure […]

This Week In Language Education: April 28, 2017

A Reverse Turing Test: Is Good Language Teaching Robot-Proof? The always brilliant Gene Glass provides a list of jobs that are “0% Automatable” (cannot be done by a robot) and “100% Automatable.” He uses the list to examine what schools teach and the future of our economy, but it is a question you may want to ask of your […]

Rakuten, Japan’s 21st Century Online Powerhouse, to Launch 19th Century Language School

One of the leading online retailers in Japan, Rakuten, is getting into the English-teaching business. According to their press release, their “Super English” lessons will use software developed by a new startup in the language teaching “space,” Lingvist.io. Here’s how Lingvist summarizes its system: Lingvist applies mathematical optimization and statistics to make the language-learning process as fast as it can theoretically […]

Memo to The American Conservative: Bilingual Education Will Not Actually Make Californians Bilingual

A writer at The American Conservative website has a long discussion on the supposed perils of bilingualism that, he believes, may soon come to pass now that California has voted to allow schools to use bilingual education in the teaching of English. Unhappily, the writer does not appear to have any actual knowledge of bilingual education programs. I […]

This Week In Language Education: April 21, 2017

Note: This post is an experiment in which I link to and comment on recent news and research developments in language education. It’s the sort of thing I’d like to get in my own email box each week, but since no one else seems willing to do it, I’ll give it a go. Why Language Learning Apps […]

What Kaplan and Princeton Review Don’t Want You to Know About the SAT

A recent article in the New York Times recommended that students from low-income backgrounds should prepare for the SAT (Scholastic Achievement Test) “like a rich kid” by spending hundreds of hours studying test prep books, visiting tutors, and taking online cram courses. This is very poor advice, whether you are rich or not. Most studies find […]

How to Eliminate Second Language Reading Anxiety (Without Drugs or Alcohol)

Zhou (2017) looked at what makes second language readers “anxious” when reading. The factors Zhou examined, including amount of study abroad, previous study in the language, heritage language background, and number of foreign languages studied, accounted for only about 15% of the anxiety measured. I think a better way of addressing this issue is to consider that reading anxiety is a […]

How Many Words Can You Acquire in a Year?

There is an exchange in the current issue of Reading in a Foreign Language regarding papers that Paul Nation and I published on the number of words one can acquire through free reading. The original papers are here: Nation (2014) McQuillan (2016) The exchange is here: Tom Cobb’s critique Paul Nation’s response My response I will add […]

In Case You Missed It: What Can Readers Read After Graded Readers?

Earlier this year I published an article in Reading in a Foreign Language about reading your way to fluency in English. Check it out here (free!). Print PDF