ERIC Number: ED393069
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Utilizing Right Brained Assists, Vocabulary in Content, and Prior Knowledge To Improve Vocabulary Instruction in the Third Grade.
Avery, Nanette L.
This project was developed and implemented in a private school in southeastern Florida to assess whether different instructional strategies would improve vocabulary recall, comprehension, and long-range retention in third graders. The program uses three approaches to provide vocabulary development: (1) contextual use of vocabulary; (2) the use of right-brained assists; and (3) the introduction of prior knowledge from which to build on. Six out of 20 third-grade students who scored below 75% on the vocabulary pretest were monitored throughout the 12-week implementation period. Levels of success were measured by the weekly vocabulary tests, a series of 4-week cumulative test-retest scores, and a final cumulative 12-week test-retest. An increase of 3% on the cumulative test-retest scores indicated success. All program objectives were met with the target group improving dramatically. This increase in score results favors a greater use of multi-approach in vocabulary instruction. Due to the success rate, all three third-grade teachers have begun to use the vocabulary program. Presently, feedback from these teachers has indicated very positive results with their own students. The teachers have found that right-brain assists with the whole class to be an inordinately positive interactive experience. It was found that some students were better able to generate ideas after group inspiration. (Contains 21 references. Appendixes include vocabulary word form, right brained assists, vocabulary tests, and peer evaluation survey.) (Author/TB)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Florida