| Description |
The purpose of this action research project is to investigate if explicitly teaching vocabulary through read alouds, followed by review and independent use, increases vocabulary knowledge. In this study, explicit instruction consists of clearly stating the definition of a word, giving examples and non-examples, and using the word in a sentence. The participants of this study are 19 students in a second grade class. The duration of the study is eight weeks. Three higher level words, taken from a trade book, are focused on each week. Higher level words are words that are common in everyday language, but may be difficult for children to learn. Two main activities were used to review the words throughout each week, and students were encouraged to use the vocabulary words in their speaking and writing. Qualitative and quantitative data was collected, including teacher interviews, observations, pretests and posttests, and student surveys. Students were also assessed on retention of words from previous weeks. The results show that the vocabulary instruction was effective in increasing students' vocabulary knowledge for this group of students. |
