ERIC Number: ED197330
Record Type: RIE
Publication Date: 1980-Nov
A Contrast of Three Approaches to Vocabulary Study for College Students.
Strader, Susan G.; Joy, Flora
Based on college students' grade point averages (GPA) and their scores on the Nelson-Denny Reading Tests and the Joy Combining Forms Test, a multiple classification analysis of variance was performed to determine the effects of three different methods of vocabulary instruction on student achievement in a reading and study skills course. The approaches were a highly structured vocabulary study with emphasis on Greek and Latin combining forms (prefixes, roots, and suffixes), a less structured method, and limited attention to contextual meanings of words as they occurred in reading materials. Results revealed that "above average GPA" students did significantly better than "below average GPA" students on both measures. There was no interaction of method and GPA class on either set of scores obtained. The direct, frequent, and highly structured instruction in vocabulary produced higher scores on the Joy Combining Forms Test. There was, however, no difference in scores on the vocabulary section of the Nelson-Denny Reading Test, and vocabulary performance could not be attributed to teaching method. It appears, then, that teachers who consider combining forms to be important vocabulary tools should try using highly structured vocabulary teaching methods for remedial college students. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Regional Conference of the International Reading Association (6th, Norfolk, VA, November 12-15, 1980).