The effectiveness of non-traditional vocabulary instruction in a second-grade inclusion classroom

<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>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2006

Author dc:creator

• Anderson, Stephanie Marie

Contributors dc:contributor

• Robinson, Randall

• Inclusive education; Vocabulary--Study and teaching
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/881

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1856