Increasing expressive vocabulary through non-traditional instruction

<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>

Name thesis:degree_name

M.S. in Teaching: Collaborative Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2005

Author dc:creator

• Washart, Lisa C.

Contributors dc:contributor

• Madden, Marjorie

• Vocabulary--Study and teaching (Elementary)
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1091

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2091