ERIC Number: ED442141
Record Type: RIE
Publication Date: 2000-May
A Study of Improving Sight and Functional Vocabulary Development and Comprehension.
Henning, Diane; Pickett, Anita
This report describes a program to increase sight/functional vocabulary to improve reading comprehension. The targeted population consisted of one 2nd-3rd grade and one 6th-8th grade cross-categorical self-contained class, located in an elementary school and a middle school. The schools were located in a northeast suburb of a major city in the Midwest. The problem of inadequate recognition of sight/functional vocabulary and its impact on comprehension was documented with parent, teacher, and student surveys, daily assignments, tests, and checklists. Analysis of probable cause data indicated that school environment played a role in the inability of students to acquire this vocabulary. Inadequate time spent on meaningful learning experiences hindered the comprehension required for long-term recall. Parental support was often lacking, which contributed to the children's deficits. A review of the solution strategies suggested by other researchers, combined with an analysis of the problem setting, resulted in the implementation of the following intervention strategies: thematic/functional word walls, the Edmark Reading Program, Home Reading Logs, Dolch Sight Word Wall, a Survival Signs Program, calendar activities, vocabulary games, and community-based field trips. More intervention techniques were needed to improve basic reading sight vocabulary. However, post intervention data indicated that the students improved their knowledge and recognition of functional environmental signs. (Contains 53 references, and 13 tables and 3 figures of data. Appendixes contain student, parent, and teacher survey instruments.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: M.A. Research Project, Saint Xavier University and SkyLight Professional Development.