Date of Award:

5-2014

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Teacher Education and Leadership

Committee Chair(s)

Cindy D. Jones

Committee

Cindy D. Jones

Committee

Maria Spicer-Escalante

Committee

Lillian Duran

Committee

Sarah Clark

Committee

Timothy Slocum

Abstract

This study investigated the effect of instructional practices when teaching vocabulary from a core reading program to English learners. Participants were 73 fifth-grade English learners nested in classrooms of 11 teachers who were randomly assigned to the instructional treatment group or to the comparison group. Both the treatment and comparison groups were taught vocabulary words from the district-adopted core reading program. The treatment group implemented an intervention specifically designed to teach vocabulary using techniques with the potential to increase vocabulary acquisition of English learners situated in principles of the communicative approach. Data were collected on a mastery test that measured vocabulary knowledge at the beginning and end of the study and on weekly vocabulary quizzes. Linear regression analysis revealed a significant difference in growth of vocabulary skills from pretest to posttest between treatment and comparison groups with students in the treatment group showing greater progress than students in the comparison group. This study confirmed the effectiveness of using purposeful and strategic communicative techniques for successful vocabulary acquisition for English learners

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