The positive effects of lessons in academic English from Word Generation, which I introduced to you on this blog a couple of weeks ago, are strongest for English-language learners, according to an article published at edweek.org today by my colleague Debra Viadero. (By the way, check out Debbie’s new blog at EdWeek, Inside School Research.)
After 12 weeks of lessons, students in Boston public schools who participated in the program scored as well on vocabulary tests as students who didn’t participate who were 2 years older, according to the article. And the impact was strongest among ELLs.
What’s interesting to me is that reading experts are viewing Word Generation as successful for both ELLs and all students.
A version of this news article first appeared in the Learning the Language blog.