Purpose and Questions
Few studies have shown the effectiveness of combining contextual and morphemic analysis strategies to help either ELLs
or students with RD acquire vocabulary (Carlo et al., 2004;
Katz & Carlisle, 2009). Furthermore, no studies have investigated the integration of both strategies to improve science
vocabulary acquisition for older ELLs with RD. Therefore,
the first aim of the current investigation was to examine the
effectiveness of a combined approach, the Clue Word
Strategy (CWS), on science vocabulary acquisition and
maintenance with high school ELLs with RD. A secondary
purpose was to ascertain acceptability of the CWS strategy.
Method
Participants and Setting
Participants were drawn from an urban high school in the
Eastern United States. The high school served 2,217