Vocabulary Improvement Methods--College Level.

Autor/in	Alexander, J. Estill
Institution	Tennessee Univ., Knoxville.
Titel	Vocabulary Improvement Methods--College Level.
Quelle	(1970), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Freshmen; Comparative Testing; Conventional Instruction; Program Effectiveness; Programed Instruction; Remedial Programs; Remedial Reading; Teaching Methods; Vocabulary Development + Suchen Sie Ihr Suchwort? Studienanfänger; Förderprogramm; Leseförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
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