Improving the Knowledge and Application of Vocabulary within Content Areas

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Autor/inn/en	Austermuehle, Dana; Kautz, Tabitha; Sprenzel, Jennifer
Titel	Improving the Knowledge and Application of Vocabulary within Content Areas
Quelle	(2007), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Abschlussarbeit (Bachelor, Master, Diplom, Magister)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Faculty Development; Grade 3; Grade 4; Grade 5; Researchers; Intervention; Educational Strategies; Teacher Researchers; Action Research; Elementary School Students; Learning Disabilities; Instructional Materials; Vocabulary Development; Vocabulary Skills; Reading Comprehension + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Researcher; Forscher; Lehrstrategie; Lehrerforschung; Projektforschung; Learning handicap; Lernbehinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Wortschatzarbeit; Aktiver Wortschatz; Leseverstehen
Abstract	This action research paper depicts the teacher-developed instructional strategies to enhance vocabulary instruction among school-age students in the public school setting. The selected population spans across three school districts and includes a third grade classroom, a fifth grade classroom, as well as a select fourth and fifth grade students with learning disabilities in a pull out program. All three sites are located in suburban, middle-class communities in a large Midwestern city. The insufficient vocabulary performance is documented through district provided comprehension and vocabulary scores as well as content-based vocabulary assessments. The literature shows that explicit instruction on research-supported practices (i.e. in-depth investigations, word maps, and other graphic organizers) and multiple exposures to the same unknown word are necessary for vocabulary growth. Research also pointed out that a variety of techniques for independent word learning should be taught. These researchers focused specifically on the intentional explicit instruction and organization of research-based independent word learning strategies. The analysis of student achievement was determined by first examining district scores in comprehension and vocabulary (Star Reading Program, Guided Reading Program, SSAT (State Standardized Achievement Test), and MAPS (Measures of Academic Progress)) and a Content Vocabulary Pre-Assessment. The teacher researchers involved the students in two different techniques for independent word learning (i.e. word map, four-square, and flashcards) and vocabulary dictionaries. After completing the individual word learning strategies, content-area vocabulary growth was measured by Content Vocabulary Quizzes. Following the instruction and learning of the three strategies, vocabulary growth was evaluated by examining district provided scores in comprehension, Student Reflections, and a Vocabulary Post Assessment in specific content area. Post intervention data indicated the interventions were highly successful. Overall, students showed a growth in vocabulary knowledge and reading comprehension. Student reflections indicated that they enjoyed learning the vocabulary strategies and using the vocabulary dictionaries. Student Reflections at Sites A and B indicated that they preferred learning vocabulary by using the flashcard strategy while students at Site C preferred the word map strategy. Students at Sites A and C demonstrated more vocabulary growth using the flashcard strategy while students at Site B showed the most growth using the four-square strategy. Appended are: (1) Copywrited Data Collection Instruments Records Sheet Content Vocabulary Pre-Assessment; (2) Records Sheet, Vocabulary Strategies-Student Reflections, Word Map- Student Reflections, Four-square-Student Reflections, Flashcards- Student Reflections, Vocabulary Strategies-Student Reflection-Teacher Records, Post Vocabulary Assessment, Geography Vocabulary Words Quiz #1, #2, & #3; (3) Lesson Plans; and (4) Revised Lesson Plans. (Contains 12 tables, 17 graphs, 29 references, and 3 appendices.) [Masters Thesis, Saint Xavier University.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10