Current progress monitoring tools do not specifically address vocabulary knowledge which is essential for academic success. The purpose of the current study was to analyze third-, fourth-, and fifth-grade students correct and incorrect responses to determine incremental progress in vocabulary knowledge and to more specifically examine how students used contextual cues to infer the meaning of unknown words. Thus, the current study examined (1) students abilities to infer the correct meanings of unknown words based on contextual information in reading passages across grade levels, (2) the change in error patterns produced by students across the grade levels, and (3) the impact of six weeks of instruction in word learning strategies on students correct and phonemic error responses. Additionally, teachers knowledge of effective vocabulary instruction strategies was examined (4). Initial results have indicated that students show a significant difference in the use of semantic and phonemic error response types across grade levels. A positive trend of correct responses across grades was also observed. An increase in correct responses and a reduction in phonemic error responses were seen as a result of instruction in word learning strategies; however, the results were not statistically significant. Progress is an essential outcome of intervention. Demonstrating progress by analyzing a students correct and incorrect responses on a progress monitoring tool would possibly show incremental progress and facilitate selection of appropriate interventions.
| Identifer | oai:union.ndltd.org:MONTANA/oai:etd.lib.umt.edu:etd-06182014-104141 |
| Date | 26 June 2014 |
| Creators | Jones, Noelle Angeline |
| Contributors | Ginger Collins, Amy Glaspey, Anisa Goforth |
| Publisher | The University of Montana |
| Source Sets | University of Montana Missoula |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.umt.edu/theses/available/etd-06182014-104141/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Montana or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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