This study was conducted to investigate the effects of three schema-based methods of vocabulary instruction on vocabulary learning, reading comprehension, transfer of learning, and retention of learning. Two hundred fifty-one ninth-grade students in 12 intact classes were randomly assigned to the three experimental methods or to a no-method control group. The three experimental methods were expanding schemata, vocabulary overview guide, and concept of definition method. To measure the effects of the methods, the subjects were given an immediate posttest to measure vocabulary learning, reading comprehension, and transfer of learning. Three weeks later, they were given a delayed posttest to measure retention of learning. An analysis of variance conducted on posttest scores showed significant main effects for method of instruction on vocabulary learning, reading comprehension, and retention. There was also significant interaction between method and time of classes. Results revealed that, while all three methods were superior to the no-method control group, students instructed in the concept of definition method produced higher score means on both the posttests. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2520. / Major Professor: Barbara C. Palmer. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76952 |
| Contributors | McKinnon, Janice W., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 142 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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