In the article “Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescent’s Evidence from a Randomized Field Trial” by Lesauz et al., shows the connection between linguistics and growing literacy abilities. The article strengths are highlighted in the field study that aims to provide evidence for assisting students from diverse backgrounds gain language proficiency. Further, the article properly assesses the academic vocabulary intervention of student’s ability to grow linguistic skills. The article findings are also a strong indication of the exhaustiveness by the authors to explore the problems that children from diverse backgrounds undergo as they try to achieve an education. The article also provided evidence that younger children, as opposed to adolescents, can help their peers with language skills and instructional problems. The articles weakness is the failure to capture all the variables effectively due to the movement of the respondent during the study. Social, economic instability of the responded caused them to miss some vital pretests that would offer more objective results in the study.

The article “An Examination of Text Complexity as Characterized by Readability and Cohesion” by Reed and Herrera try to advance the notion of matching a learner’s skill to the appropriate reading material. The authors advance a strong thesis that is the main strength of the article to show that students learn better when matched with instructional material that is meant to be easily decipherable and not frustrating learning efforts (Reed & Herrera, 2015). The evidence provided by the authors is also compelling and credible which shows that low cohesion in reading gets derived from more challenging materials. The weakness of the article is the failure of the hypothesis to capture a larger barometer that influences high school student’s readability and cohesion. The research is based on textual references as opposed to adding a physiological barometer such as mood of the subjects.