The aim of the study was to investigate the effect of robust vocabulary instructions in grade three with focus on students with language vulnerability in a whole classroom situation. We compared the outcome of robust vocabulary instruction with direct instruction of word meanings. Robust word learning is about selecting target words, defining their meaning and creating learning opportunities that improve both vocabulary and reading comprehension for all students regardless of language ability. The study was an intervention study based on 68 students in grade three. The intervention lasted for three weeks over four lessons (30 min) per week. The most important outcome of this study is that robust vocabulary instructions seems to work for all students but have a greater effect for students with language vulnerability.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-156276 |
| Date | January 2019 |
| Creators | Strindberg, Andreas, Härgestam, Miriam |
| Publisher | Umeå universitet, Institutionen för språkstudier, Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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