Date of Award
Graduate Field Experience
Superseded Degree Name
Master of Arts in Education (Reading/Language Arts)
Colleges & School
College Of Education And Leadership
Janice J. Strop, PhD
Library of Congress Subject Heading
Vocabulary--Study and teaching; Reading comprehension--Study and teaching
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.
Poppy, Julie L., "Using explicit vocabulary instruction to improve reading comprehension" (2010). Master's Theses, Capstones, and Projects. 161.