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ERIC Number: ED563063
Record Type: Non-Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
Reference Count: 33
Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model
Vitale, Michael R.; Romance, Nancy R.
Society for Research on Educational Effectiveness
A variety of research has pointed to the interdependent linkage among vocabulary knowledge, reading comprehension, and level of literacy. With this point in mind, the present study addressed the question of whether student vocabulary acquisition could be accelerated by using a multi-part, semantic word-family-oriented learning strategy to inductively expand vocabulary taught directly. The study was implemented in a large, highly diverse school system in southeastern Florida. The instructional intervention was implemented on a school-wide basis in grades 3-4-5 during an 18 week period in the school year. Observation of classroom implementation averaging 3.4 visits per teacher found the intervention easy to implement by teachers and the project-developed, story-specific vocabulary guides to be effective. Demonstrating the effect of the intervention on reading as well as on vocabulary was an important finding of the present study because engaging students in the inductive vocabulary intervention implicitly required them to focus attention on comprehension of each story. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills