Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model

Autor/inn/en	Vitale, Michael R.; Romance, Nancy R.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model
Quelle	(2013), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary Development; Reading Comprehension; Grade 3; Grade 4; Grade 5; Elementary School Students; Models; Learning Strategies; Intervention; Elementary School Teachers; Instructional Effectiveness; Learner Engagement; Semantics; Achievement Tests; Standardized Tests; Control Groups; Experimental Groups; Comparative Analysis; Fidelity; Program Implementation; Pretests Posttests; Florida; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Semantik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	A variety of research has pointed to the interdependent linkage among vocabulary knowledge, reading comprehension, and level of literacy. With this point in mind, the present study addressed the question of whether student vocabulary acquisition could be accelerated by using a multi-part, semantic word-family-oriented learning strategy to inductively expand vocabulary taught directly. The study was implemented in a large, highly diverse school system in southeastern Florida. The instructional intervention was implemented on a school-wide basis in grades 3-4-5 during an 18 week period in the school year. Observation of classroom implementation averaging 3.4 visits per teacher found the intervention easy to implement by teachers and the project-developed, story-specific vocabulary guides to be effective. Demonstrating the effect of the intervention on reading as well as on vocabulary was an important finding of the present study because engaging students in the inductive vocabulary intervention implicitly required them to focus attention on comprehension of each story. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01