Author

Kelly Brady

Date of Award

1-1-2011

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Literacy and Language Development)

Colleges & School

College Of Education And Leadership

First Advisor

Ruth Hoenick

Library of Congress Subject Heading

Books and reading; Children--Books and reading; Effective teaching; Listening--Study and teaching; Reading; Vocabulary; Vocabulary--Study and teaching

Abstract

This action research study focused on determining what affect pre-teaching vocabulary words from classroom read alouds would have a students' vocabulary acquisition. The study compared incidental exposure to words in read alouds to explicitly teaching words in read alouds. The researcher hypothesized that students would gain vocabulary knowledge when words were taught prior to reading books with the target vocabulary words. This was a pre and post test experimental design that lasted eight weeks. Data was collected using two different vocabulary tests designed by the researcher. In addition, data was collected on students retellings of the read aloud stories. The results proved that students can learn vocabulary from read alouds. In particular it showed that girls acquired more vocabulary through explicit instruction during a read aloud. This action research suggests that more research is needed regarding gender learning as well as vocabulary acquisition with the use of literature particularly for English Language Learners.

Rights

On-Campus Access

OCLC Number

744485954

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