Papers by Alain Bengochea
Review of Education, 2024
This best-evidence synthesis appraises the design and outcome characteristics of vocabulary inter... more This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment-comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi-experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty-six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.
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Cogent Education, 2018
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International Journal of Bilingual Education and Bilingualism, Aug 4, 2020
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Journal of Speech Language and Hearing Research, Nov 8, 2018
Purpose The purpose of this study was to examine the latent dimensionality of language in dual la... more Purpose The purpose of this study was to examine the latent dimensionality of language in dual language learners (DLLs) who spoke Spanish as their native language and were learning English as their second language. Method Participants included 259 Spanish–English DLLs attending kindergarten. In the spring of their kindergarten year, children completed vocabulary, grammar, listening comprehension, and higher level language measures (comprehension monitoring and inferencing) in Spanish and English. Results Two models with similar fits best describe the data. The first was a bifactor model with a single general language factor “ l, ” plus 2 additional language factors, 1 for Spanish and 1 for English. The second model was a 4-factor model, 1 for English that included all English language measures and 3 additional factors that included Spanish vocabulary, Spanish grammar, and Spanish higher level language. Conclusions These results indicate that a general language ability may underlie development in both Spanish and English. In contrast to a unidimensional structure found for monolingual English-speaking kindergarteners, oral language appears to be multidimensional in Spanish–English DLL kindergarteners, but multidimensionality is reflected in Spanish, not English.
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International Journal of Bilingual Education and Bilingualism, Oct 29, 2015
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ABSTRACT This systematic review provides a comprehensive analysis of the empirical literature on ... more ABSTRACT This systematic review provides a comprehensive analysis of the empirical literature on the effectiveness of vocabulary instructional methods for English language learners (ELLs) in prekindergarten through 6th grade settings. Thus, a central goal of this study is to appraise the available research on vocabulary learning and assess intervention studies’ levels of evidence for effectiveness in order to make a critical assessment of the variables that are currently represented in the field. Specifically, the research questions guiding this systematic review are: (1) How do intervention studies developing L2 word-meaning acquisition with ELLs in pre-kindergarten through 6th grade settings vary in their methodological characteristics (i.e., research design, learners, instructional design and outcome)? (a) What are the studies’ levels of evidence for effectiveness based on their design and outcome characteristics? and (2) What is the impact of studies that meet requisite evidence standards on learners’ L2 word-meaning acquisition? A total of 18 studies meeting the inclusion criteria were identified. Independent coding of 20% of the articles (n=4) was completed, the results were cross-checked against the original codes, and further discrepancies in coding were resolved through discussion between the two coders. The final criteria were subsequently reapplied by the author to all studies in the review. Coding categories for each study were organized by four main characteristics: (1) design characteristics (i.e., random assignment, baseline equivalence, comparison group type); (2) learner characteristics (i.e., L1/L2 proficiency, SES, age and grade level); (3) treatment characteristics (i.e., focus of instruction, level of L1 support, word tier targeted, total instructional time, training, explicitness of instruction, contextual/definitional support, group size, and level of word exposure) and (4) outcome characteristics (i.e., outcome objective, type of measure, type of ability measured, modality, word tier assessed, and type of knowledge). Based on the studies’ design and outcome characteristics, their level of evidence for effectiveness was also examined. Subsequent analyses revealed that a large proportion of studies underreported information and did not meet evidence standards for effectiveness. Additionally, studies with available effect sizes for measures of breadth and depth of vocabulary knowledge revealed inconclusive evidence about the best instructional practices for ELLs due to the large variations among a limited number of studies in their instructional approach, learners, and outcome characteristics. An analysis of the merits and limitations of the reviewed studies reveals a number of methodological problems that threaten the validity and credibility of vocabulary research. These findings highlight the need for increased research in this field of study, particularly in revisiting existing practices to add to current understandings relating to vocabulary practices with ELLs. Additionally, this study points to specific issues in current research and provides recommendations for researchers seeking to address the significant knowledge gap in research that is centered on ELL vocabulary learning.
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Intervention In School And Clinic, Oct 13, 2021
Public schools located within urban environments are a critical component of a larger social netw... more Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for the best outcomes. However, teachers often have a deficit perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.
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Journal of Early Childhood Literacy, Dec 2, 2022
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Review of Education
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Proceedings of the 2022 AERA Annual Meeting
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International Journal of Bilingual Education and Bilingualism
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Policy Issues in Nevada Education, 2021
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International Journal of Bilingual Education and Bilingualism, 2020
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Early Education and Development, 2018
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Journal of Speech, Language, and Hearing Research, 2018
Purpose The purpose of this study was to examine the latent dimensionality of language in dual la... more Purpose The purpose of this study was to examine the latent dimensionality of language in dual language learners (DLLs) who spoke Spanish as their native language and were learning English as their second language. Method Participants included 259 Spanish–English DLLs attending kindergarten. In the spring of their kindergarten year, children completed vocabulary, grammar, listening comprehension, and higher level language measures (comprehension monitoring and inferencing) in Spanish and English. Results Two models with similar fits best describe the data. The first was a bifactor model with a single general language factor “ l, ” plus 2 additional language factors, 1 for Spanish and 1 for English. The second model was a 4-factor model, 1 for English that included all English language measures and 3 additional factors that included Spanish vocabulary, Spanish grammar, and Spanish higher level language. Conclusions These results indicate that a general language ability may underlie d...
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Reading Research Quarterly, 2017
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International Journal of Bilingual Education and Bilingualism, 2015
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This systematic review provides a comprehensive analysis of the empirical literature on the effec... more This systematic review provides a comprehensive analysis of the empirical literature on the effectiveness of vocabulary instructional methods for English language learners (ELLs) in prekindergarten through 6th grade settings. Thus, a central goal of this study is to appraise the available research on vocabulary learning and assess intervention studies’ levels of evidence for effectiveness in order to make a critical assessment of the variables that are currently represented in the field. Specifically, the research questions guiding this systematic review are: (1) How do intervention studies developing L2 word-meaning acquisition with ELLs in pre-kindergarten through 6th grade settings vary in their methodological characteristics (i.e., research design, learners, instructional design and outcome)? (a) What are the studies’ levels of evidence for effectiveness based on their design and outcome characteristics? and (2) What is the impact of studies that meet requisite evidence standard...
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Best practices in literacy instruction, Mar 29, 2011
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Papers by Alain Bengochea
Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book.
This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.