The Effects of Vocabulary Instruction Paired with Read Aloud Literature on First Grade Students

Nicole M. Drager

Abstract

To increase vocabulary knowledge, 25 first grade African American students were engaged in systematic vocabulary instruction connected to five storybooks. The storybooks were read orally, followed by activities to expand the meanings of the words. Data was collected at the beginning of the study assessing the students' prior knowledge of all 30 words. A final posttest of all the words was administered following the conclusion of the intervention. Each week, the students completed a pretest and posttest to measure the effectiveness of the six words taught in the weekly lessons. All assessments were examiner created and included multiple choice definition options on the pretest and posttest of all 30 words and a weekly six question pretest and posttest. The results indicated that overall, there was significant effect on the vocabulary acquisition from the intervention.