The purpose of this experimental study was to determine if non-traditional vocabulary instruction would significantly raise the scores of second-grade students in an inclusion classroom compared to second-grade students whom were taught vocabulary words in a traditional manner. Students were tested in matching vocabulary words to definitions as well as using vocabulary words in a meaningful context. Analysis of the data obtained from the pretest and posttest scores showed that while students in both settings improved in their performances, students who were taught vocabulary words in a non-traditional way, scored slightly higher. Further analysis was conducted to portray that this slight difference was not enough to make the study significant. Implications for teaching vocabulary words are discussed.
","abstract_html":"<p>The purpose of this experimental study was to determine if non-traditional vocabulary instruction would significantly raise the scores of second-grade students in an inclusion classroom compared to second-grade students whom were taught vocabulary words in a traditional manner. Students were tested in matching vocabulary words to definitions as well as using vocabulary words in a meaningful context. Analysis of the data obtained from the pretest and posttest scores showed that while students in both settings improved in their performances, students who were taught vocabulary words in a non-traditional way, scored slightly higher. Further analysis was conducted to portray that this slight difference was not enough to make the study significant. Implications for teaching vocabulary words are discussed.</p>","abstract_has_math":false,"creators":["Anderson, Stephanie Marie"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-29T07:00:00Z","date_published":"2006-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Inclusive education; Vocabulary--Study and teaching","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/881","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Anderson, Stephanie Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Vocabulary--Study and teaching","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/881"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this experimental study was to determine if non-traditional vocabulary instruction would significantly raise the scores of second-grade students in an inclusion classroom compared to second-grade students whom were taught vocabulary words in a traditional manner. Students were tested in matching vocabulary words to definitions as well as using vocabulary words in a meaningful context. Analysis of the data obtained from the pretest and posttest scores showed that while students in both settings improved in their performances, students who were taught vocabulary words in a non-traditional way, scored slightly higher. Further analysis was conducted to portray that this slight difference was not enough to make the study significant. Implications for teaching vocabulary words are discussed.
"]},{"key":"dc:title","label":"Title","values":["The effectiveness of non-traditional vocabulary instruction in a second-grade inclusion classroom"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Anderson, Stephanie Marie"],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["The purpose of this experimental study was to determine if non-traditional vocabulary instruction would significantly raise the scores of second-grade students in an inclusion classroom compared to second-grade students whom were taught vocabulary words in a traditional manner. Students were tested in matching vocabulary words to definitions as well as using vocabulary words in a meaningful context. Analysis of the data obtained from the pretest and posttest scores showed that while students in both settings improved in their performances, students who were taught vocabulary words in a non-traditional way, scored slightly higher. Further analysis was conducted to portray that this slight difference was not enough to make the study significant. Implications for teaching vocabulary words are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/881"],"dc:subject":["Inclusive education; Vocabulary--Study and teaching","Elementary Education and Teaching"],"dc:title":["The effectiveness of non-traditional vocabulary instruction in a second-grade inclusion classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:46Z"}