Journal Critique
Journal Article Critique
Elizabeth Nix
School of Education, Liberty University
Author Note
Elizabeth Nix
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Elizabeth Nix. Email: [email protected]
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Journal Article Critique
“Intervention for English Learners With Developmental Language Disorder: Connecting
to Classroom English Language Arts Curriculum Through Increasing Academic
Vocabulary Skills” Roseberry-Mckibbin, Celeste
Topic
How important is vocabulary, reading comprehension, and cognitive learning to the
young minds that come through our classroom? Many studies have shown that a general
understanding of all of these are extremely important. The language skills learned help the
student understand the culture and society around them. However, for some it is a daily struggle.
English learning students are among those that struggle. For many of these students, English is
not their first language. They could be from a foreign country or live in a house where no English
is spoken. The rely on the education system to teach them proper language, vocabulary, and
learning.
Main Idea
In this article, the author discusses the rising concern for English-Learning (EL) students
and the alarming rate at which they are falling behind academically. The author states that these
students are increasing in number every year yet the programs and support for them is declining.
The author also points out that if the student has a developmental delay, they support for them
needs to increase, however it is not. She explains that a definition of a DLD is a student that is
limited in both language knowledge and cognitive processing (para 3). Add this struggle to an EL
student, and we have a student that should get as much support as possible. According to the
article, this student would not get the help they needed, and would continue to fall further
behind.
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In a study done with preschool age students, they took two groups of EL students.
Researchers, Guiberson and Rodrigues explained that they used the working memory as a
potential marker of DLD. They had a group of typically developing EL students, the control
group, and another group of EL students diagnosed with DLD. The parents were to use a
vocabulary checklist and record how long the utterances were with each word. The study showed
that EL students with DLD struggled with the verbal working memory. Guiberson and Rodrigues
believe this is the best way to determine if a student is DLD.
The article goes on to talk about Common Core and the impact it has had on EL students.
They explain that the ELA standards target the following, “(a) building knowledge through
content-rich nonfiction, or expository (informational) text, (b) reading, writing, and speaking
grounded in evidence from text, and (c) regular practice with complex texts and academic
language (para 13).” The expectation of the Common Core Curriculum adds more pressure to the
DLD EL student.
Conclusion
They are calling to action all educators. The emphasis on providing more programs or
supports for EL students is great. The ELA standards for normal speaking and developed
students is a struggle. The struggle for EL and DLD students is even greater. They can be
successful by “enriching and building their knowledge and use of Tier 2 academic vocabulary
(para 30).”
Reflection
I do believe that the suggestion of increasing their knowledge of through the use of Tier 2
academic vocabulary would help these students become successful. The increase of their
vocabulary and linguistic knowledge could be increased by emphasizing their phonics
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knowledge. Another useful aide would be patience and acceptance. I am heartbroken that they
seem to struggle so much and have the least amount of assistance.
Reading Club in English as an Interdisciplinary Course in University: A Didactic Proposal
Topic
This article is about using reading as a tool to use not for a punishment, but replace it.
The observe that reading is a powerful tool to use to raise self-awareness, communication skills,
and social participation (para 2). They want to know how much changes when reading is used in
this compacity versus the negative outcome of using standard punishments.
Main Ideas
The article appears to be a positive way to help students develop good reading habits,
improve social skills, and develop into good students. The positive comes from using this
method instead of a negative punishment. Navrotskaya states, “Furthermore, developing English
proficiency in Europe and other countries is a priority for many individuals and educational
institutions due to the widespread use and importance of the English language in many domains,
such as business, academia, and international communication” (45, para 3). This is the main
point of the article. The positivie outcomes of forming reading clubs instead of punishments.
Conclusion
The author documented all of the results thoroughly. At the beginning the students were
resistant, not wanting to read at all. However, after six months of being in the program, one
student thanked the teacher for placing him in the program. The student admitted that reading
had become easier and more enjoyable to him. They noted that the reading club program had
resulted in a deeper understanding of reading material and improved levels of critical
comprehension.
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Reflection
Reading programs seem to have a positive impact on all involved. The students involved
seem to increase not only in critical reading and comprehension, but in confidence as well.
Reading is such an important part of our lives. We are constantly reading from posts on social
media to the menu at a restaurant. When the student is not confident, they will not grow in their
reading skill. I like this idea of a reading club as a replacement for punishments. It seems to
inspire the students to fall in love with reading, thus increasing their critical thinking,
comprehension, and communication skills.
Journal Critique
References
Roseberry-Mckibbin, C. (2021). Intervention for english learners with developmental language
disorder: Connecting to classroom english language arts curriculum through increasing
academic vocabulary skills. Topics in Language Disorders, 41(4), 322-332.
https://doi.org/10.1097/TLD.0000000000000262
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Navrotskaya, E. (2023). Reading Club in English as an Interdisciplinary Course in University: A Didactic
Proposal. The International Journal of Humanities Education, 22(1), 43-56.
https://doi.org/10.18848/2327-0063/CGP/v22i01/43-56
