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ERIC Number: ED039095
Record Type: RIE
Publication Date: 1970
Pages: 7
Abstractor: N/A
Vocabulary Improvement Methods--College Level.
Alexander, J. Estill
A comparison was made of the effectiveness of two direct methods of vocabulary instruction with college freshmen in compulsory remedial reading classes. The two methods tested were a programed approach, "EDL Word Clues," and a more conventional approach using the dictionary with lessons patterned after the format used by H. C. Hardwick in "Words Are Important." During the 10-week study two teachers, each teaching both methods, provided similar amounts of vocabulary instruction to both the experimental (N=44) and control (N=46) groups. Results showed no significant differences between the two methods in promoting vocabulary growth among the students with above-average, average, or below-average abstract intelligence. It was suggested that a teacher might wish to consider factors such as student interest and class morale in deciding which method to use. Tables and references are included. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Tennessee Univ., Knoxville.