Lauren Artzi
American Institutes for Research
8 Papers
52 Citations
Lauren Artzi is an academic researcher from American Institutes for Research. The author has contributed to research in topics: Vocabulary & Vocabulary development. The author has an hindex of 5, co-authored 7 publications. Previous affiliations of Lauren Artzi include Center for Applied Linguistics.
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Papers
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners.
TL;DR: This paper investigated the role of language of instruction in moderating the relationship between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension for Spanish-speaking English language learners.
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The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners
TL;DR: This paper used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs): extended instruction and embedded instruction implemented during shared interactive reading.
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Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School
Rebecca D. Silverman,Melinda Martin-Beltrán,Megan Madigan Peercy,Anna M. Hartranft,Daniel McNeish,Lauren Artzi,Stephanie Nunn +6 more
TL;DR: This article evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs) and found that the intervention had similar effects on receptive and expressive vocabulary in both classes.
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Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief.
Diane August,Lauren Artzi,Julie Mazrum +2 more
- 01 Aug 2010
TL;DR: To help English language learners reach high standards in science when it is taught in their second language, it is crucial to build on prior research findings in designing and implementing science programs for these students.
The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students
Rebecca D. Silverman,Lauren Artzi,Daniel McNeish,Anna M. Hartranft,Melinda Martin-Beltrán,Megan Madigan Peercy +5 more
TL;DR: The authors compared print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers.
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