1
Allison Quy
BEP 2- Literature Review
Western Governors
University
, 2
A. Research Topic and Problem Statement
How visual-spatial vocabulary instruction, such as image coding and the Frayer model,
impacts English Language Learners in third grade and their overall academic writing
performance.
Once students are in third grade, they transition from foundational literacy skills to
content-heavy academic writing, which requires mastery of Tier 2 and Tier 3 academic language.
It is common for third-grade students to be proficient in basic interpersonal communication skills
(BICS) but still experience difficulties in cognitive academic language proficiency (CALPS).
Regardless of receiving ESL support through pull-out or push-in services, these students still
struggle to produce writing assignments with academic terms or the lexical variety needed to
meet state standards.
This creates an achievement gap that stalls ELL students' linguistic development and their
ability to produce writing samples that meet state standards. There is a need to determine
whether the use of visual-spatial vocabulary tools, such as digital image associations and the
Frayer Model, will improve the accuracy and frequency of academic vocabulary use in writing
samples for ELL third-grade students over the course of one academic year.
B. Literature Review
According to Sadoski (2005) Dual Coding Theory (DCT) states that human cognition
consists of two interconnected yet separate systems.
1. Verbal Systems (language).
Allison Quy
BEP 2- Literature Review
Western Governors
University
, 2
A. Research Topic and Problem Statement
How visual-spatial vocabulary instruction, such as image coding and the Frayer model,
impacts English Language Learners in third grade and their overall academic writing
performance.
Once students are in third grade, they transition from foundational literacy skills to
content-heavy academic writing, which requires mastery of Tier 2 and Tier 3 academic language.
It is common for third-grade students to be proficient in basic interpersonal communication skills
(BICS) but still experience difficulties in cognitive academic language proficiency (CALPS).
Regardless of receiving ESL support through pull-out or push-in services, these students still
struggle to produce writing assignments with academic terms or the lexical variety needed to
meet state standards.
This creates an achievement gap that stalls ELL students' linguistic development and their
ability to produce writing samples that meet state standards. There is a need to determine
whether the use of visual-spatial vocabulary tools, such as digital image associations and the
Frayer Model, will improve the accuracy and frequency of academic vocabulary use in writing
samples for ELL third-grade students over the course of one academic year.
B. Literature Review
According to Sadoski (2005) Dual Coding Theory (DCT) states that human cognition
consists of two interconnected yet separate systems.
1. Verbal Systems (language).
