Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency. / CITE/Language Arts
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/2217 |
| Date | January 2011 |
| Creators | Rausch-Aviles, Ann |
| Contributors | Smith, Michael W. (Michael William), 1954-, Brooks, Wanda M., 1969-, Wasik, Barbara A., DuCette, Joseph P., Sullivan, Francis J. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 182 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/2199, Theses and Dissertations |
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