Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Reading/Language Arts)

Colleges & School

College Of Education And Leadership

First Advisor

Janice J. Strop, PhD

Library of Congress Subject Heading

Vocabulary--Study and teaching; Reading comprehension--Study and teaching

Abstract

The research presented here examined the use of explicit vocabulary instruction and its effects on comprehension. The purpose of the intervention was to determine if explicit vocabulary instructional strategies would improve the comprehension levels of fourth and fifth graders reading below grade level. Data included pre-and post-assessments as well as writing samples. The instruction took place for about 30 minutes per day for five weeks. Results indicated that students increased their comprehension each week. Findings suggest that this type of explicit instruction was an appropriate intervention for this group of fourth and fifth grade students.

Rights

On-Campus Access

OCLC Number

710846574

Share

COinS