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Feel free to consider from the following perspectives:

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Feel free to consider from the following perspectives:

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Theory building; Instruction; Assessment; Individual differences; Students with special needs

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Think a bit back about the other two articles

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Think a bit back about the other two articles

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This article stresses component skills of vocabulary acquisition, while the Masek et al. paper mainly considers language environment. The Washington & Seidenberg article helps us to consider how language learning and development of bidialectal students.

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Increasing inference skills

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Understanding the factors involved in language acquisition will help us to narrow down areas of possible need, areas of strength, and where instruction appears to be most influential. 

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Understanding the factors involved in language acquisition will help us to narrow down areas of possible need, areas of strength, and where instruction appears to be most influential. 

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Is not clear to me what morphosyntactic knowledge is

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Is not clear to me what morphosyntactic knowledge is

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Improving a student's working memory and attentional control

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Improving a student's working memory and attentional control

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Build the skill of recognizing new vocabulary and when to infer meanings & store that vocabulary word

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How to decide efficient activities integrating these different elements?

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Understanding their phonemic awareness, phonological awareness, semantics, and inferential skills. 

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Understanding their phonemic awareness, phonological awareness, semantics, and inferential skills. 

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Knowing these parts can aid in developing and reinforcing teaching strategies that specifically target vocabulary acquisition

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Teach better?

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Build better interventions that are sensitive to the individual differences of the students (e.g. their strengths in terms of executive functions)

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The full picture would tie together the underlying cognitive mechanisms, how those develop over time on an individual basis and what practices that can help it, all connected to a particular context