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matthew effects in academic language and literacy development

GOALS for Today. 1.) Validation/Motivation2.) Clarity on how to create an

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matthew effects in academic language and literacy development

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    14. “Matthew Effects” in Academic Language and Literacy Development

    21. Academic Language: theContext for Vocabulary

    37. This graph shows the pretest and postest results for the picture task -- which is in blue--and the verbal task -- which is in red: for both kindergarten and first grade, collapsed for rich and more rich instruction. As you can see, the children showed very comparable start points and gains on the two kinds of tests. So, the results appear to be quite reliable--but that doesn’t mean we captured all that children knew about the words—more about that further along here. This graph shows the pretest and postest results for the picture task -- which is in blue--and the verbal task -- which is in red: for both kindergarten and first grade, collapsed for rich and more rich instruction. As you can see, the children showed very comparable start points and gains on the two kinds of tests. So, the results appear to be quite reliable--but that doesn’t mean we captured all that children knew about the words—more about that further along here.

    47. Dictionaries Are Not Necessarily Productive Learning Tools

    83. Vocabulary Homework Find a character on TV who could be described as malicious. Find something in the newspaper or TV news that makes you skeptical. Find an ad in a magazine that you might be susceptible to.

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