The purpose of this study was to compare the effectiveness of a context approach to learning reading vocabulary with the effectiveness of the context approach accompanied by illustrations. Subjects were 152 fourth graders from 19 reading classes in 8 elementary schools. Materials included illustrated and nonillustrated vocabulary cards, a researcher-made multiple-choice instrument, and a widely used achievement test, which was used to identify the subjects as good or poor readers. The researcher made instrument was administered as a pretest during the first week of the study. Forty-eight vocabulary words were taught during the second through fifth weeks. The instrument was given again as a posttest during week six and as a delayed posttest during week twelve. Results were analyzed with the analysis of covariance procedure.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc332303 |
| Date | 08 1900 |
| Creators | Nease, Charles |
| Contributors | Luttrell, H. Dale, Greenlaw, M. Jean, Hoot, James L. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 157 leaves : ill., Text |
| Rights | Public, Nease, Charles, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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