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IMPLEMENTING

VOCABULARY
INSTRUCTION
Mary Scanlon
Edu 344
Research Question:
• What are the best methods that can help students improve
their vocabulary instruction?
Why this topic?
• Vocabulary is a key component for reading comprehension
• Different strategies help with different learning goals
Review of Literature
• Many articles presented strategies to help with vocabulary
instruction in the classroom:

DECENT Method (Direct and explicit contexts in elaborated


narrative texts)
ALT (Academic Language Time)
Direct and Indirect Vocabulary Strategies
Student Choice
Code/Meaning based skills
Read alouds
Methodology

Send graphic Step 2


Talk with teacher
Step 1
Implementation organizers to analyze data via email and
fifth grade phone on how the
teacher methods helped
students
Goal: to attain a
better Goal: to look at how
understanding of the graphic
the effects that organizers made
the graphic learning new
organizers had vocabulary engaging
on the learning of and had an influence
new vocabulary on test scores
Findings
• Many students were more actively engaged and willing to learn

• Students were more likely to use new vocabulary words in


sentences throughout the weeks to come
Findings

• Students did 5% better on tests with the implementation of


graphic organizers

• Teacher enjoyed the strategies


Recommendations
• Implement these strategies in more classrooms around the
country and compare data
Recommendations
• Have more time to do the sampling with multiple different
strategies
Recommendations
• Include technology aspect to this study to see how
computers/phones influence vocabulary development
Infographic: Piktochart
References
Lee, C., Roberts, C., & Coffey, D. (2016). Using purposefully created stories to teach academic vocabulary.
Intervention in School and Clinic, 52(5), 304-310.
 
Roskos, K. A., Moe, J. R., & Rosemary, C. (2017). An analysis of implementation strategies in a school-wide
vocabulary intervention, Journal of Education and Training Studies, 5(5), 184.

Teng, F. (2015). Assessing the relationship between vocabulary learning strategy use and vocabulary use. The
Bloomsbury Companion To Second Language Acquisition, 49, 39-65.

Feezell, G. (2012). Robust vocabulary instruction in a readers workshop. The Reading Teacher, 66(3), 233-
237.

Coyne, M. D., & Koriakin, T. A. (2017). What do beginning special educators need to know about intensive reading
interventions? Teaching Exceptional Children, 49(4), 239-248.

Baker, D. L., Santoro, L., Biancarossa, G., & Baker, S. K. (2015). Effects of quality of instruction on student
vocabulary and comprehension during read alouds. 1-9.

Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the
urban middle school. 5-14.

Semantic feature analysis - graphic organizers. (2017, October 31).


http://www.readingrockets.org/strategies/semantic_feature_analysis