Literaturnachweis - Detailanzeige
Autor/in | Alexander, J. Estill |
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Institution | Tennessee Univ., Knoxville. |
Titel | Vocabulary Improvement Methods--College Level. |
Quelle | (1970), (7 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | College Freshmen; Comparative Testing; Conventional Instruction; Program Effectiveness; Programed Instruction; Remedial Programs; Remedial Reading; Teaching Methods; Vocabulary Development |
Abstract | A comparison was made of the effectiveness of two direct methods of vocabulary instruction with college freshmen in compulsory remedial reading classes. The two methods tested were a programed approach, "EDL Word Clues," and a more conventional approach using the dictionary with lessons patterned after the format used by H. C. Hardwick in "Words Are Important." During the 10-week study two teachers, each teaching both methods, provided similar amounts of vocabulary instruction to both the experimental (N=44) and control (N=46) groups. Results showed no significant differences between the two methods in promoting vocabulary growth among the students with above-average, average, or below-average abstract intelligence. It was suggested that a teacher might wish to consider factors such as student interest and class morale in deciding which method to use. Tables and references are included. (NH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |