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ERIC Number: ED329950
Record Type: RIE
Publication Date: 1991-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Vocabulary Development in the Middle School Years.
Salway, Sharon L.
A study was conducted to aid in the process of finding vocabulary instruction that would lead to more effective comprehension. It was hypothesized that there would be no significant difference in the comprehension of the two samples of students when one sample was taught the vocabulary of the entire selection while the other was taught the vocabulary of the specific passage. The control sample was comprised of five perceptually impaired students and the experimental sample was comprised of six perceptually impaired students. The control sample was instructed in all the vocabulary words for each reading selection for a period of 30 days. The experimental sample was instructed in all the vocabulary words for their immediate reading passage for a period of 30 days. Results showed no significant difference between the two methods of instruction. The control group did perform slightly better than the experimental group, indicating that perceptually impaired children may benefit from a comprehensive view of the vocabulary for the entire reading selection. (Two tables of data are included and 36 references are attached.) (MG)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: M.A. Thesis, Kean College.