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The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study./
Author:	Bauer, Tonia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29064188
ISBN:	9798819377536

The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study.
Bauer, Tonia.

The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 148 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2022.

This item must not be sold to any third party vendors.

Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction delivered through Schoology on fifth graders' vocabulary knowledge and reading comprehension at an urban elementary school in the southeastern United States. This study also sought to analyze students' perceptions of the usefulness of the online vocabulary learning modules. A convergent mixed-method approach was applied to answer the research questions. The quantitative data (e.g., vocabulary and comprehension scores and the learner experience survey) used descriptive statistics, and the findings showed that the mean scores of the vocabulary post-tests significantly increased from the pretests. The pre-and post-test reading comprehension found that the post-test significantly increased from the pretests. In addition, the learner experience survey found that most participants considered instructional modules helpful for acquiring new vocabulary knowledge. Furthermore, an inductive approach analyzed the qualitative data gathered from semi-structured interviews. This data showed that even though explicit vocabulary instruction impacted students' vocabulary knowledge, there were areas in need of attention, such as the need for more explicit instruction in Latin and Greek roots. For elementary educators, practical implications on literacy education were the need to collaboratively design a vocabulary curriculum and explicitly teach vocabulary strategies to students.

ISBN: 9798819377536Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Context clues

The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study.
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245 1 4 $a The Effect of Explicit Vocabulary Instruction on Elementary Students' Vocabulary Knowledge and Reading Comprehension: An Action Research Study.
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300 $a 148 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Tang, Hengtao.
502 $a Thesis (Ed.D.)--University of South Carolina, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction delivered through Schoology on fifth graders' vocabulary knowledge and reading comprehension at an urban elementary school in the southeastern United States. This study also sought to analyze students' perceptions of the usefulness of the online vocabulary learning modules. A convergent mixed-method approach was applied to answer the research questions. The quantitative data (e.g., vocabulary and comprehension scores and the learner experience survey) used descriptive statistics, and the findings showed that the mean scores of the vocabulary post-tests significantly increased from the pretests. The pre-and post-test reading comprehension found that the post-test significantly increased from the pretests. In addition, the learner experience survey found that most participants considered instructional modules helpful for acquiring new vocabulary knowledge. Furthermore, an inductive approach analyzed the qualitative data gathered from semi-structured interviews. This data showed that even though explicit vocabulary instruction impacted students' vocabulary knowledge, there were areas in need of attention, such as the need for more explicit instruction in Latin and Greek roots. For elementary educators, practical implications on literacy education were the need to collaboratively design a vocabulary curriculum and explicitly teach vocabulary strategies to students.
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653 $a Morphological awareness
653 $a Reading comprehension
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