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Oral Vocabulary and Language Acquisi...

Green, Grace.

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Oral Vocabulary and Language Acquisition Strategies to Increase Literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Oral Vocabulary and Language Acquisition Strategies to Increase Literacy./
作者:	Green, Grace.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10280961
ISBN:	9781369757712

Oral Vocabulary and Language Acquisition Strategies to Increase Literacy.
Green, Grace.

Oral Vocabulary and Language Acquisition Strategies to Increase Literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 109 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2017.

This study addresses low literacy achievement in students in kindergarten and first grades. The study was designed to help identify how general education teachers can use specific daily research-based oral vocabulary acquisition strategies to close the literacy gap. This quantitative research helped to determine if the implementation of an oral vocabulary and language program increases student literacy achievement. The purpose of this quantitative study was to determine whether using oral vocabulary strategies in daily whole group instruction would increase student literacy achievement. The researcher used a quantitative method with a quasi-experimental pre-post design. This is the appropriate design for this study because the researcher compared the outcome of a pre and post-test between a control and an experimental group in both kindergarten and first grade classrooms in selected schools. When the intervention was complete, the researcher analyzed the data from the pre and post i-Ready assessments by using a test of two means. This test helped identify if there was a strong correlation between the intervention and the students' success in their overall scale score from the i-Ready assessment. Although the null hypothesis was accepted and there was not a significant difference found between the difference of the two means for the intervention and control groups, 95% of all of the students who participated in all groups showed an increase from their pre to post assessment.

ISBN: 9781369757712Subjects--Topical Terms:

2122756
Reading instruction.

Oral Vocabulary and Language Acquisition Strategies to Increase Literacy.
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