This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.
","abstract_html":"<p>This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.</p>","abstract_has_math":false,"creators":["Washart, Lisa C."],"institution":null,"degree_name":"M.S. in Teaching: Collaborative Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-07-01T07:00:00Z","date_published":"2005-07-01T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Vocabulary--Study and teaching (Elementary)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1091","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Washart, Lisa C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-19T07:00:00Z"]},{"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: Collaborative Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Vocabulary--Study and teaching (Elementary)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1091"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.
"]},{"key":"dc:title","label":"Title","values":["Increasing expressive vocabulary through non-traditional instruction"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Washart, Lisa C."],"dc:date.available":["2016-04-19T07:00:00Z"],"dc:description.abstract":["This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1091"],"dc:subject":["Vocabulary--Study and teaching (Elementary)","Elementary Education and Teaching"],"dc:title":["Increasing expressive vocabulary through non-traditional instruction"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching: Collaborative Teaching"]},"updated_at":"2026-07-24T04:13:58Z"}