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ERIC Number: ED453542
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 72
Abstractor: N/A
Reference Count: N/A
Improving Vocabulary Acquisition through Direct and Indirect Teaching.
Glowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra
Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of experiences including extensive opportunities with reading. Teacher observations, test scores and surveys of the targeted student body (grades two/three Montessori, and grades five and six self-contained classes at three different Chicago, Illinois public schools) will be examined to explore a correlation between vocabulary knowledge and reading comprehension. Analysis of the literature revealed that lack of vocabulary knowledge can be attributed to parental influences and socioeconomic factors, lack of students' prior knowledge and deficiencies in instructional strategies. A review of the solution strategies suggested by the professional literature and an analysis of the problem resulted in a combination of a direct and indirect intervention. The direct methods included providing strategies for learning vocabulary independently. The indirect method included reading aloud to students and monitoring students as they engaged in sustained silent reading. Post intervention data indicated that as a result of direct and indirect vocabulary teaching, students demonstrated an increase in vocabulary growth. Students also demonstrated an increase in their reading comprehension. (Contains 60 references, and a table and 9 figures of data. Appendixes contain the parent survey, reading logs, the student survey instrument, and vocabulary tests.) (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)