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ERIC Number: ED553834
Record Type: Non-Journal
Publication Date: 2013
Pages: 322
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-0640-8
ISSN: N/A
Effects of Three Comprehensive Models of Vocabulary Instruction during Shared Storybook Read Alouds on Kindergartener's Tier Two Target Word Knowledge
Steuber, Julie Ann
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct instruction of target words, and a student-friendly explanation of each target word. The Integrated plus Questioning Model included two readings of the same storybook, direct instruction of target words, a student-friendly explanation of each target word, and an active learning experience through a post-read aloud questioning session of target words. The Integrated plus Discussion Model consisted of two readings of the same storybook, direct instruction of target words, a student-friendly explanation of each target word, and an active learning experience through a post-read aloud discussion session of the target words. The design of this quantitative research study employed an alternating-treatment, within-subject, and repeated-measures design. Subjects in this study consisted of 72 kindergarten children from one suburban elementary school in the Midwest. Over the course of six weeks, subjects were exposed to each model of vocabulary instruction for the duration of two weeks during whole group instruction. Results indicated that the Integrated plus Discussion Model had the largest effect on subject's Receptive and Expressive word learning and maintenance of Tier Two target words, followed by the Integrated plus Questioning Model and Integrated Model respectively. Results of this study demonstrated that subjects' maintained their Receptive and Expressive Tier Two target word knowledge over a period of six weeks, regardless of the type of vocabulary instruction. [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; Kindergarten; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A