Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 72-83) Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 86-89). Also available in print.

Second and 3rd grade Honduran students in a Christian school are not performing at grade level in vocabulary. Students who lag in vocabulary development may not comprehend what they read and are likely to perform poorly in their course work, which may result in repeating the grade. As a result of the students' poor performance, the school implemented vocabulary squares strategy instruction to improve vocabulary development. Guided by the theory of constructivism, the purpose of this casual comparative study was to determine if vocabulary squares strategy instruction resulted in greater word mastery for 2nd and 3rd grade Honduran students than did traditional vocabulary instruction. The control group (n = 16) received traditional vocabulary instruction, and the experimental group (n = 15) received vocabulary squares instruction for a period of 6 weeks. Analysis of gain score differences via an independent t test revealed no significant difference word mastery. The length of time the strategy instruction was implemented may have been insufficient to affect word mastery. It is recommended that teachers employ the vocabulary squares strategy more frequently and over a longer period of time to determine if vocabulary squares strategy instruction results in greater word mastery than traditional instruction. This practice may contribute to positive social change by increasing vocabulary development, which , in turn, affects students' comprehension and course work performance reducing -the number of Honduran students repeating 2nd or 3rd grade.

Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1929 H62

This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.

Poster exhibited at GPSC Student Showcase, February 24th, 2016, University of Arizona. / This study was designed to determine if high variability visual input would facilitate the development of conceptual representations of academic vocabulary for college-aged students. Students were trained on vocabulary in high- and low variability conditions. Their learning was assessed via a posttest which required them to identify both trained and novel images. Participants also rated accurate and inaccurate images on a scale of 1 to 9 (“accurate” –“inaccurate”) in order to assess their conceptual representations of the new vocabulary. Typical and learning-language disabled learners were studied in order to assess the effects of variability of input on different types of learners.

No description available.

No description available.

No description available.