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ERIC Number: ED535382
Record Type: Non-Journal
Publication Date: 2009
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-2244-0
ISSN: N/A
The Effects of Physical Movement during Story Time on Vocabulary Acquisition of Primary Students in Grades K-1: An Exploratory Investigation in One School Location
Hammett, Carol Totsky
ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College
The purpose of this study was to explore vocabulary acquisition of primary grade children. Specifically, the study used a unique teaching strategy that added physical movement to typical read-aloud sessions with kindergarten and first grade children. Although a review of reading research revealed a plethora of studies, very few studies investigated the effect of movement during story time on the acquisition of targeted vocabulary. The research for this study was conducted in two phases. Phase I utilized a pre/posttest quasi-experimental design during a 14-week time period. During this timeframe, the Active Read-Aloud Strategy was implemented as the 10-week intervention. The Active Read-Aloud Strategy was designed by the researcher of this study as the movement based read-aloud literature strategy for the investigation. Teacher perception (experimental group) regarding active learning was gathered during Phase II of the study. An analysis of the quantitative data revealed statistically significant vocabulary gain scores for the children in the experimental group compared to the control group, for the targeted vocabulary words chosen for the study. Qualitative findings from this study suggested that the majority of children participating in physical activity during story time chose the active method of engagement in read-alouds when given a choice. Given the national attention on the importance of acquiring reading skills at an early age, this study is timely. The findings are encouraging and warrant further investigation into teaching methods and strategies that promote vocabulary acquisition of children in the early primary grades. This study also provides a window through which researchers can view the importance of kinesthetic learning, learning "through" movement, and its benefits that may be enjoyed by all learners. Finally, this study offers possibilities for an action research model that educational leaders can use to support teacher-research at the classroom level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A