The Effects of Self-Regulation on the Academic Word Acquisition of Culturally and Linguistically Diverse Students with Learning Difficulties

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of self-regulation practices on acquisition of academic words by culturally and linguistically diverse (CLD) students with learning difficulties. This study was conducted using a single-subject design. Three second-grade CLD students with learning difficulties participated in this study. A total of 15 sessions of vocabulary instruction were conducted during an eight-week period. The students were provided explicit instruction only in the baseline phase; self-regulation practices were added in the intervention phase. A visual inspection of the data revealed that students showed higher performance on academic word acquisition testing in the intervention phase than in the baseline phase, demonstrating the additional effects of self-regulation practices. Further, vocabulary knowledge among the students more than doubled during the study. Lastly, discussion and suggestions for future research were provided.

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