Designed to answer the overarching question: does the implementation of direct vocabulary instruction strategies improve the comprehension of fifth grade students during the social studies lessons? The study included three fifth grade classes in the Corona-Norco Unified School District. To answer the question seven areas were considered: lesson selection, word selection, developing a vocabulary note guide, developing the test with a rubric, making handouts with critical analysis questions, designing semantic maps and semantic feature analysis handouts of the lesson design. Results showed that students who received the direct instruction in vocabulary words benefited greatly and in most cases doubled their score from the pretest to the posttest. The control group showed minimal to no growth from the pretest to the posttest.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-4086 |
| Date | 01 January 2006 |
| Creators | Gamez, Octavio Rodolfo |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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