Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 59-63). Also available in print.

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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

<p>The main purpose of this paper was to construct and try out a test that could measure the size of both the receptive and productive vocabulary. This was a joint project, done by three students at the C-level in English in 1997. Before the test was constructed the students looked into previous investigations and different test methods used. The project group chose the Yes/No method as their test format. 23 students in their second year of their education at a theorectical programme in upper secondary school and 16 adult students at Komvux took the test in this paper. The results of the test taken by the students showed that it is impossible for a language teacher to construct a reliable and valid test for measuring vocabulary size using the Yes/No method.</p>

The main purpose of this paper was to construct and try out a test that could measure the size of both the receptive and productive vocabulary. This was a joint project, done by three students at the C-level in English in 1997. Before the test was constructed the students looked into previous investigations and different test methods used. The project group chose the Yes/No method as their test format. 23 students in their second year of their education at a theorectical programme in upper secondary school and 16 adult students at Komvux took the test in this paper. The results of the test taken by the students showed that it is impossible for a language teacher to construct a reliable and valid test for measuring vocabulary size using the Yes/No method.

This study was designed to demonstrate the effect of implementation of multicomponent vocabulary strategy instruction in fourth grade social studies. The components used included explicit instruction, student study teams, active engagement in learning tasks, vocabulary maps, connections webs, and semantic feature analysis. The focus was on using direct, explicit instruction of vocabulary strategies and the resulting outcomes. Curriculum was designed for a six-week period using the district curriculum and state-required knowledge and skills for fourth graders. Teachers were randomly chosen for assignment to the group receiving the intervention and/or to the control group. The curriculum for this study was designed to actively engage students and to reinforce retention of word meanings in isolation as well as in context. The study included three different school districts, five separate campuses, and a total of 375 students in grade four. There were 23 teachers in the study with students in 29 separate classes. Measures were employed to determine if there was an effect on the students in the classrooms receiving the intervention versus those receiving regular classroom instruction. Measures used included a comprehension test, a content test, a curriculum-based measure, checkpoints for content, similar to a unit test, the TORC3 vocabulary subtest for social studies, and the Test of Silent Contextual Reading Fluency (TOSCRF). A preliminary analysis included reliability coefficients of all instruments used in the study. Difference score analyses and descriptive statistics, along with a one-way multivariate analysis of variance (MANOVA) and a repeated measures MANOVA were completed using the effect for group, effect for time, and the interaction effect. The final analysis included a plot of classroom means for each of the instruments used in the study. Outcomes were consistent across all administered measures. Although growth was demonstrated in both the group receiving the intervention and the group receiving regular classroom instruction, the gains were consistently greater overall with the classrooms receiving the intervention. Experimenting with practices to determine their effectiveness is critical for improving classroom instruction, and this study demonstrated that students were retaining knowledge even after six weeks post-intervention.

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2003. / Title from first page of PDF document. Document formatted into pages; contains v, 71 p. Includes bibliographical references (p. 55-59).

Thesis (M.A.)--University of Toledo, 2004. / Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Speech-Language Pathology." Includes bibliographical references (leaves 52-62).

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 68-73).