Master of Arts in Education (MA)
Equity, Diversity and Inclusive Education, Urban Education
English language learners, word recognition, constant time delay
Roger Pence, Pamela A. Redmond, Jim O'Connor
This study extends further research on the effectiveness and efficiency of the constant time delay procedure. This strategy was tested with four sixth grade participants identified as English language learners. Students were tested on 15 content vocabulary words used at the secondary level in various core academic classes. The selected terms were based on Tier 3 unconventional academic terms that were both non-phonemic and multisyllabic. Over a four week intervention period, all students consistently demonstrated rapid gains in recognition of the selected terms.
Hockenson, Julie, "The Effects of Constant Time Delay Procedure on Teaching Content Specific Vocabulary Recognition to English Language Learners" (2015). Student Publications & Research of the TUC GSOE. 157.
Hockenson, J. (2015). The Effects of Constant Time Delay Procedure on Teaching Content Specific Vocabulary Recognition to English Language Learners. Retrieved from https://touroscholar.touro.edu/tucgsoe/157