Reading Vocabulary Research Articles

Pengaruh Kebiasaan Membaca dan Penguasaan Kosakata Terhadap Kemampuan Membaca Bahasa Inggris

The purpose of this research is to know whether there are the effects of reading habit and vocabulary mastery towards student’s reading skill. The method used was survey. The sample taken was 30 students of Grade XI of Vocational High Schools in Depok using simple random technique. The instrument used to collect the data was a questionnaire. The data analysis used was descriptive statistics such as finding the mean, median, mode, standard deviation, and inferential statistics which was used for finding the simple and multiple correlation coefficients, followed by significance test of correlation coefficient with t test. This research was conducted on April 1 to May 30, 2015. The results showed: 1). There is a significant influence of the reading habit and vocabulary mastery towards student’s reading skill, it was proved by the value of F = 79.250 and f table = 3,35. 2). There is a significant influence between the reading habit towards the student’s reading skill, it was proved by the value of t = 2.319 and Sig. 0.028 < 0.05. 3). There is a significant influence of vocabulary mastery towards student’s reading skill, it was proved by the value of t = 2.608 and Sig. 0.015 < 0.05.

The Students’ Responses of English Instagram Account for English Reading Mastery

"Reading" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.

The Students’ Responses of English Instagram Account for English Reading Mastery

"Reading" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.

Comics-Based Worktext for Reading Comprehension and Vocabulary Skills in World Literature

This study explores the use of the self-designed comics to enhance the reading comprehension and vocabulary skills of the college students in world literature. Specifically, it identifies the literal, interpretative, creative and evaluative domains of reading comprehension and the context clues, word analysis, word structure and loan words elements of vocabulary skills. It also evaluates the acceptability and effectiveness of the comics through the objective, language used, graphic designs, usability, readability, knowledge ability, values discovery and additional information. The results showed significant differences between the reading comprehension and vocabulary skills pre-test and the posttest indicating improved level of skills with the use of comics as instructional material. However, the improved skills level is not correlated to the acceptability and effectiveness of the material. Furthermore, the use of comics deliver moral lesson to the readers while increasing the reading comprehension and vocabulary skills. The study finds it helpful to use the comics-based work-text in teaching world literature.

Exploring needs analysis of English language training: An evidence from small hotel and restaurant employees in Nusa Lembongan, Bali, Indonesia

The tourism industry is one of the fastest-growing businesses in Indonesia, especially in Bali which contributes local and national economies. As most of the time English is used to carry out businesses, mastering English plays a significant role in their economic improvement. This study is intended to analyze the specific needs for English in the local tourism industry to prepare a need analysis of English language training for hotel and restaurant employees to empower the local community. The data for this mixed-method design study were taken a set of questionnaires on the needs, functions, and problems of using English in the tourism industry distributed to 36 respondents, observation, and interviews with employees as students and administrators. The collected data were analyzed using Katz’s (2009) simple non-parametric statistics and descriptive-interpretatively narrated. The findings show that most employees consider speaking to be the most important skill to function in their routine work because they need to guide, interact and communicate with (potential) customers, in particular, with foreign tourists visiting tourist attractions throughout the Mushroom Bay area, Nusa Lembongan. Concerning the use of English, they mostly employed English for general conversations, for providing services, and for giving information. The challenges they face in using English include inappropriate words and expressions usage in speech, being unable to understand foreign accents, having inadequate vocabulary in reading, and a lack of grammar knowledge in writing. These findings are used as the basis for developing course plans in English language training for small hotel and restaurant employees.

English Diphthong Pronunciation Problems Encountered by the Fourth Semester Students of English Language Education Program at Qomaruddin University

Pronunciation is the production of speech sounds for communication. Many Indonesian students found difficulties in pronouncing English words correctly. This study aims at investigating the students’ pronunciation of English diphthong of the fourth semester students of English Language Education Program at Qomaruddin University. A descriptive qualitative design is applied in this study. 31 respondents are the main source in collecting the data. To collect the data, two instruments used. They are test and interview. The respondents are asked to read a certain text and read some vocabulary while the writer is examining them once. As the result, the writer found 512 errors in reading text. The most source of errors was in pronouncing English diphthong /əʊ/ 207 errors or 40,43%. There were 221 errors in reading vocabularies. The most source of errors was in pronouncing English diphthong /eɪ/90 errors or 40,72%. This study also found the substitution, insertion and omission as the error types of pronunciation. In reading text was found 329 errors or 64,76% of substitution, and 160 errors or 31.50% of omission. Meanwhile, in reading vocabularies there were 111 errors or 51,39% of substitution and 104 errors or 48,15% of omission. However, the result of the interview had found difficulties in pronouncing English diphthong such as difficulties to memorize diphthong sounds and influenced of their mother tongue. Meanwhile, as the students, the most important thing is to know about knowledge and practice. It means that they have to know the phonetic transcription and practice more and more to have good pronunciation.

By Mastering English Vocabulary Can Increase the Learning Quality of Reading Comprehension Narrative Text on X MMA and X MMB at SMKN 7 Mataram

The purpose of this study is to find out whether By mastering the students’ English vocabulary and their reading comprehension skills. This research is quantitative research. The population of the research was 49 students of the second grade of SMKN 7 Mataram. There were two classes of the second-grade students of SMKN 7 Mataram. The sample was taken by using simple random sampling and class of X MMA and X MMB was taken as the sample of the research from 38 classes. The aim of reading comprehension skill and vocabulary mastery test were used as the instruments to measure the level of students’ comprehension skill and vocabulary mastery in this research. Based on the result of the tests of 39 students as a sample and by applying the formula of person’ coefficient correlation. The statistical analysis shows that the correlation coefficient between the students’ vocabulary mastery and their reading comprehension is also significant (p < .01; p = .000). After considering the result, therefore the null hypothesis (H01) is rejected and the alternative hypothesis (H1) is accepted. It can conclude that By mastering English vocabulary and their achievement in reading comprehension. The higher vocabulary mastery had gotten by the students, the higher reading comprehension had gotten by the students. This suggests that from the result of this research mean that teaching vocabulary is a necessity before teaching further reading comprehension skills.

Analysis of Reading Comprehension Ability in Mandarin Language among Undergraduate students

This study was conducted to determine undergraduate students' reading comprehension in the class of 2017, Mandarin Language Education Study Program, Universitas Tanjungpura by administering the HSK Level IV test. The reading comprehension was divided into three sections: vocabulary, structure, sentence arrangement, and understanding of the reading text's content. The test results showed that the average score obtained by undergraduate students only reached the level of completion. This case indicated that undergraduate students' understanding of vocabulary in reading reaches 77%, undergraduate students' understanding of structure and sentence arrangement is only 52.7%, and student's understanding of the content of the text reaches 70%. Based on the results, it can be concluded that undergraduate students lack of understanding of the structure and sentence arrangement contained in the reading problem on the HSK level IV test. Keywords: Reading, HSK Level IV, Comprehension Ability

Pengembangan PENGEMBANGAN GAME EDUKASI MEMBACA DAN MENULIS UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA 5-6 TAHUN DALAM HAL KEAKSARAAN DI TK ISLAM BHAKTI 5 YPBWI

ABSTRACT
 This study aims to determine the results of the development of educational gamesto improve language skills in terms of literacy using Power Point, determine the feasibility of educational games (Guess the Picture) Vocabulary Reading and Writing in Indonesian as a learning medium to improve student learning outcomes at Islamic Kindergarten Bhaki 5 YPBWI Gresik based on Power Point, and find out student responses to the use of Power Point-based reading and writing educational games as learning media with basic material of recognizing animal names through a series of vocabulary and then answering the questions listed in the reading and writing educational game, and aims to determine the feasibility of the media as a learning medium.
 The research method used is development or known as the Research and Development method. The stages in the research process are the analysis, design, development, implementation, and testing stages. The tests carried out are in the form of validation by media and material experts. Then the media was tested by students. After validation has been carried out and the media meets the appropriate interactive criteria, then testing or research is carried out to determine the feasibility in the field. This research was conducted at TK Islam Bhakti 5 YPBWI Gresik involving 17 students. The method used in data collection is a questionnaire, the data obtained is then analyzed by descriptive analysis technique. In this study, the results of the feasibility of media experts on an average of 81% were included in the appropriate category. Material experts on an average of 100% are included in the very feasible category, and the results of student trials are on average 70% and field test results of 79% are very feasible included in the good category. Based on the results of the study, it can be concluded that overall the learning media for developing reading and writing educational games to improve children's language skills in terms of literacy is appropriate to be used as a medium in the learning process in kindergarten group B children.
 
 Keywords
 Development, Eligibility, Learning Media

The contributory role of grammar vs. vocabulary in L2 reading: An SEM approach

AbstractThe present ex post facto correlational research is aimed at exploring the relationship between grammar and vocabulary knowledge components in L2 reading comprehension. The study focuses on two cohorts of EFL students with different proficiency levels: more proficient (\MP) and less proficient (LP). Two dimensions of grammar knowledge are measured: implicit, through timed grammaticality judgment tasks and explicit, through grammatical error correction tasks. Two facets of vocabulary, viz. depth and breadth, are also assessed by Word Associates Test (WAT) and Vocabulary Levels Test (VLT), respectively. Reading comprehension is also tapped by five indicators of vocabulary, detail and negative factual information, main idea and purpose, co‐reference and inference. The data were analyzed through multigroup structural equation modeling, running AMOS. It was revealed that in the MP group, vocabulary knowledge was a better predictor of reading. In the LP group, however, it was unveiled that the role of grammar seemed to be slightly more contributive in predicting reading comprehension juxtaposed with that of vocabulary. Some implications are also discussed at the end.

Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca

Activity after reading (post-reading) is the stage where a reader responds to what he has read. At this stage, it is hoped that there will be changes from readers, changes in mindset, understanding, and increasing knowledge. This study describes the implementation of activities after reading carried out by students independently and structured. This research is a descriptive survey. Data were obtained from questionnaires distributed to 246 students and 11 lecturers of the Indonesian Language and Literature Education Departments, Raja Ali Haji Maritime University. The findings are, first, the majority of students read fiction when reading independently. After reading, students carry out various activities such as recording quotes, summarizing readings, recording difficult vocabulary, and discussing. Second, when reading in a structured way, students read a lot of non-fiction, such as reference books, scientific articles, research reports, handouts. Activities carried out after structured reading are writing activities such as summarizing, compiling presentation materials, writing reports, and writing reviews. However, students' have obstacles when completing activities after reading, such as difficulty in concluding readings, understanding sentences, and reading vocabulary there that the expected results after reading are not optimal. These obstacles cause students to only rewrite (copy-paste) readings. Students have not yet reached the stage of how critical reading and building their mindset.

INVESTIGATING ENGLISH EDUCATION MASTER STUDENTS' PERCEPTIONS ON EXTENSIVE READING STRATEGY

Nowadays it is not sufficient enough for ELT educationalists to introduce their learners to L2 reading enterprises through one-way rigid trajectory; comprehension-based reading activities. Meanwhile, EFL learners critically demand more interactive, enjoyable, and comprehensive L2 reading learning enterprises. One of the exact representations of this coveted reading approach is manifested in the form of an extensive reading strategy. It is plausibly repudiated that extensive reading strategy can significantly foster EFL learners’ overall reading skills, vocabulary knowledge, and reading volition. This present small-scale qualitative study was enacted as one of the proactive attempts to profoundly investigate English Education Master Students’ perceptions on extensive reading strategy. To fulfill this main research objectivity, 15 English Education Master Students enrolling in Sanata Dharma University, Yogyakarta were invited to fill out the 10 items of the online Likert-scale questionnaire. 3 random interviewees were also selected from similar samplings to record their responses in correspondence with the 5 online open-ended written narrative inquiry questions. The research results unveiled that the majority of English Education Master Students have transformed into more competent L2 readers since they vigorously engaged in extensive reading activities and efficiently take better management over their extensive reading enterprises. <p class="abstrak"><strong>Bahasa Indonesia Abstrak</strong>: Dewasa ini tidak cukup bagi pengajar Bahasa Inggris untuk memperkenalkan peserta didik mereka ke usaha membaca bahasa kedua melalui lintasan kaku satu arah; kegiatan membaca berbasis pemahaman. Sementara itu, pelajar Bahasa Inggris secara kritis menuntut pembelajaran membaca bahasa kedua yang lebih interaktif, menyenangkan, dan komprehensif. Salah satu representasi tepat dari pendekatan membaca yang didambakan ini diwujudkan dalam bentuk strategi membaca ekstensif. Masuk akal untuk diakui bahwa strategi membaca ekstensif dapat secara luar biasa mendorong keterampilan membaca, pengetahuan kosakata, dan kemauan membaca pelajar Bahasa Inggris secara keseluruhan. Studi kualitatif skala kecil ini dilakukan sebagai salah satu upaya proaktif untuk menyelidiki secara mendalam mengenai persepsi Siswa Magister Pendidikan Bahasa Inggris tentang strategi membaca ekstensif. Untuk mewujudkan objektivitas penelitian utama ini, 15 Mahasiswa Magister Pendidikan Bahasa Inggris yang mendaftar di Universitas Sanata Dharma, Yogyakarta diundang untuk mengisi 10 item kuesioner skala likert online. 3 orang yang diwawancarai secara acak juga dipilih dari sampel yang sama untuk membagikan tanggapan mereka sesuai dengan 5 pertanyaan inkuiri naratif tertulis terbuka secara online. Hasil penelitian mengungkapkan bahwa sebagian besar Siswa Magister Pendidikan Bahasa Inggris telah berubah menjadi pembaca bahasa kedua yang lebih kompeten karena mereka giat terlibat dalam kegiatan membaca ekstensif dan secara efisien mengambil manajemen yang lebih baik atas usaha membaca ekstensif mereka.</p>

Acquiring English Vocabulary at Children Aged 9-11 Years Old During Covid-19 Pandemic

Covid19 pandemic has changed the education system. Almost all educational institutions reduced face to face learning and applied online learning. The Indonesian government supports this system by providing internet credit subsidies to students and teachers. It triggers students to often use gadgets such as learning, playing online games, or browsing internet sites. One of the impacts of this pandemic period is the process of English Language Acquisition in children. The purpose of this study was to determine the process of acquiring English vocabulary and kinds of English vocabulary in children aged around 9-11 years. The researchers applied descriptive qualitative study by involving three participants aged 9,10,11 year old. To get more valid data, researchers observed participant activities, especially how their English vocabulary was obtained and the English vocabulary was what they produced. In addition to deepening data, researchers also conducted semi-structural interviews to participants. Interviews were also carried out to determine the extent to which they understood the English vocabulary they produced. The results showed that there were several ways children to obtain English vocabulary during Covid 19 pandemic, imitating someone's words, hearing or reading from online games, listening to music, watching television, and reading vocabulary on food wrap. The types of English vocabulary they get are nouns, verbs, adjectives, and adverbs. It can be concluded that children acquired English vocabularies during the Covid 19 pandemic which is one of the consequences of the use of gadgets that must be for learning activities. However, there are some English vocabularies that are still taboo for them. The results of this study are expected to increase parents' awareness in overseeing the use of gadgets for children because not all English vocabulary they get is in accordance with Indonesian culture.

Language Variation in the Writing of African American Students: Factors Predicting Reading Achievement.

PurposeThis study aims to examine the predictive relation between measures obtained from African American students' written narrative language samples and reading achievement, as measured by standardized academic assessments.MethodWritten language samples were elicited from 207 African American students in Grades 1–8. The samples were examined for morphosyntactic variations from standardized written Generalized American English (GAE). These variations were categorized as either (a) specific to African American English (AAE) or (b) neutral across AAE and standardized written GAE (i.e., considered ungrammatical both in AAE and in standardized written GAE). Structural equation modeling was employed to then examine the predictive relation between the density of AAE-specific forms in students' writing and their performance on standardized assessments of literacy and reading vocabulary. This relation was examined while accounting for the density of dialect-neutral morphosyntactic forms, reported family income, age, and written sample length.ResultsThe written samples were highly variable in terms of morphosyntax. Younger students and those from lower income homes tended to use AAE-specific forms at higher rates. However, the density of AAE-specific forms did not significantly predict standardized literacy scores or reading vocabulary after accounting for dialect-neutral variations, income, and sample length.ConclusionsThese results support the ongoing need to better understand the language, literacy, and overall academic development of students from all backgrounds. It may be essential to focus on dialect-neutral language forms (i.e., morphosyntactic forms that are consistent across both AAE and standardized written GAE) in written samples to maximize assessment validity across students who speak varying dialects of English.Supplemental Material https://doi.org/10.23641/asha.16879558

Tanfîdzh Tharîqhah Al-Tahlîl Al-Lughawi Fî Ta’lîm Qirâ’ah Al-Nusûs Al-‘Arabiyah Fî Jâmi’ah Darussalam Gontor

Arabic teaching-learning is essential for social communication needs as well. It is a language in which al-Qur’an and Hadith became the primary source of all knowledge. Reading skill mastery included reading Arabic text, which is compulsory because it contributes to improving receptive skills that need adequate vocabulary and syntactic comprehension for good reading. This research proposed to elaborate teaching implementation of Arabic text reading using ‘linguistic analysis’ to conduct it using a descriptive method. The study resulted that the teaching Arabic text reading at the University of Darussalam Gontor used taught in five steps as follows: Short explanation about three features of Arabic linguistic analysis (I’rab): function (mauqi’), declension (hukm), and the sign of declension (‘alāmah), Determining kind of sentence (nominal or verbal) to determine functions of each word of the sentence, Determining and organizing those functions into a subject, predicate and complement to determine their declension, Determining signs of declension based on their declensions and word category (shinfu’l kalimah), Determining attachment of reduction (muta’allaq al-jarr al-ashli) and declension in place (I’rab mahalli).

Vocabulary in dialogic reading: implications for AAC

Shared reading is an important context for the development of communication, language, and literacy skills in young children. Research conducted with children who require augmentative and alternative communication has indicated that dialogic reading techniques utilized in shared reading can aid in the development of communication skills. One area that has not been investigated is which words children should have access to when engaging in these types of activities. This study reports the results of an investigation focused on the words 5-year-old children without disabilities said during a dialogic reading procedure that occurred with two books, Corduroy and Whistle for Willie. When reading Corduroy and Whistle for Willie, 59 common words said when reading each book accounted for 62.45% and 64.83% of the total words said, respectively. Many of these words were similar to those identified in studies of core vocabulary across a variety of contexts. For Corduroy and Whistle for Willie, 13 and 11 of these 59 words were directly related to the book, respectively. This accounted for approximately 10% of the most commonly used words for each book. The implications of this finding are discussed relative to vocabulary selection for children with complex communication needs during shared reading experiences.

Analysis of Early Reading Ability of Children in Group B of Kindergarten Tut Wuri Handayani Samahani Aceh Besar

Reading is an activity of following a series of writings arranged in a linear manner. Experience is an important aspect of the reading process. Children who have a lot of experience will have a wider opportunity in developing an understanding of vocabulary in reading. The formulation of the problem in this study, what activities are done in training beginning reading skills in group B in TK Tut Wuri Handayani Samahani Aceh Besar. How is the description of beginning reading ability in group B in TK Tut Wuri Handayani Samahani Aceh Besar. What are the obstacles faced by teachers in teaching beginning reading skills to group B children in TK Tut Wuri Handayani Samahani Aceh Besar. The purpose of this study is to see a picture of the activities given to children in group B in TK Tut Wuri Handayani Samahani Aceh Besar. To see the beginning reading ability in group B children in TK Tut Wuri Handayani Samahani Aceh Besar. To find out the obstacles faced by teachers on the ability to read beginning in group B children in TK Tut Wuri Handayani Samahani Aceh Besar. The type of research is Qualitative research The instrument used is an interview, the sample size is 1 principal and 2 classroom teachers. The results show that beginning reading is very important for early childhood which will be the foundation of the beginning of reading. Teachers who teach at TK Tut Wuri Handayani Aceh Besar, are very understanding about the development of children's reading and also teachers at TK Tut Wuri Handayani Aceh Besar always encourage children by providing creative media that can attract children's attention in beginning reading so that teachers provide reading learning start by using a system of play while learning.

Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study

This study evaluates the potential for incidentally learning early reading vocabulary through the extensive viewing (EV) of children’s movies/television with subtitles. Recent research has investigated how much exposure to important vocabulary EV and extensive reading (ER) provides. Investigations compute the number of repetitions of target vocabulary in corpora designed to represent EV/ER. Curriculum time estimates are then computed based on the time needed to reach vocabulary repetition thresholds linked to incidental learning. This study focuses on an understudied area of EV, namely children’s transition to literacy. It investigates whether early reading vocabulary is available in children’s movies/television, a form of compelling, comprehensible input. Recent research has found vocabulary acquisition gains from EV are enhanced by subtitles. Therefore, this study analyses 743 subtitles from children’s movies (4.8 million words) and 3174 subtitles from children’s series (6.4 million words). Using two recent wordlists representing early reading vocabulary, vocabulary frequency and approximate curriculum time estimates are computed for three thresholds linked to incidental vocabulary acquisition, i.e. 6, 12 and 20 encounters. Results indicate that EV with subtitles could support the development of an oral language vocabulary that contains a pool of words needed for early reading, and provide print exposure to this essential vocabulary.

EMBRACING SOCIAL MEDIA TO IMPROVE EFL LEARNERS' ENGLISH SKILL

Regarding the importance of exploring the use of social media to enhance English skill, this study investigated the use of social media to improve English skill of EFL learners especially non-English college students. The objective of this study was to find out in what ways social media can contribute to the improvement of EFL learners’ English skill. The research method employed in this study was descriptive qualitative method. In gaining data, this study used questionnaire and observation. The results showed that almost all respondents took advantage of social media to learn English. Some social media used were YouTube, WhatsApp, Instagram, Facebook, Twitter, TikTok, etc. The respondents revealed that by the use of social media, their reading skill (97.3% of the respondents), their writing skill (94.6% of the respondents), their vocabulary mastery (91.9% of the respondents), their listening skill (89.2% of the respondents), their speaking skill (86.5% of the respondents), their grammar mastery (83.8% of the respondents) could be improved. Based on the findings of the study, it can be inferred that social media can contribute to the improvement of EFL learners’ English skill in many ways including reading skill, writing skill, vocabulary mastery, listening skill, speaking skill, and grammar mastery. Keywords: EFL Learners, English Skill, Social Media

The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes

ABSTRACT Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers’ perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly managed to expand preschool dual language learners’ (DLLs) content vocabulary knowledge by building deep knowledge networks around the worlds of science and social studies even as students’ English abilities were still developing. Researchers also found a significant positive association between teachers’ social validity outcomes and DLLs’ English vocabulary outcomes of taught words, warranting further research in this area. Practice or Policy: Teacher perceptions of intervention effectiveness and usability are important and may serve as a barometer for whether teachers may be willing to both adopt and persist with intensive practices when there is a benefit for young children acquiring academic content in a second language. Results suggest, however, that customized and more responsive PD may be especially important to support teachers’ ability to facilitate analytical discussions using academic words when DLLs are in the beginning stage of English language production.