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The Effects Of Pre-Teaching Vocabulary, Along With Peer Collaboration, On Student Comprehension Of Social Studies Texts At St. Cloud Tech High School, Molly Denne

Masters of Arts in Education Action Research Papers

This action research project looked at the impact that pre-teaching vocabulary, along with peer collaboration, had on student comprehension of 5-12 social studies texts. Sixty students in a 10th grade World History class received instruction that included pre-teaching of vocabulary terms that students would be exposed to in a reading of the week through use of direct instruction, elaboration, application, and transfer using the Frayer Model, and group interactions. Student discussions of the article of the week engaged peers in collaborating around the work. Data was collected on vocabulary assessments, comprehension assessments, discussion checklists, and field notes. The students received …