ERIC Number: EJ1046373
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Vocabulary Instruction in K-3 Low-Income Classrooms during a Reading Reform Project
Nelson, Kristin L.; Dole, Janice A.; Hosp, John L.; Hosp, Michelle K.
Reading Psychology, v36 n2 p145-172 2015
The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent on teacher-student interactions using both oral and written forms of communication.
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Teachers, Primary Education, Grade 2, Grade 3, Low Income Groups, Observation, Language Arts, Longitudinal Studies, Coding, Teaching Methods, Time Factors (Learning), Classroom Communication, Speech Communication, Written Language, Kindergarten, Grade 1
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 2; Grade 3; Kindergarten; Grade 1
Authoring Institution: N/A
Grant or Contract Numbers: N/A