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How Vocabulary Word Selection, Instructional Strategies, And Assessments Affect Student Retention Of Newly Learned Words, Amber Rustand
How Vocabulary Word Selection, Instructional Strategies, And Assessments Affect Student Retention Of Newly Learned Words, Amber Rustand
School of Education and Leadership Student Capstone Theses and Dissertations
Vocabulary word selection and instruction is hard for educators to grasp, with so many methods to choose from. Focusing on the question of How does the selection of vocabulary words, instruction, and assessment affect the retention of newly learned vocabulary? leads us to our answer. The capstone study focusing around this question made it evident that educators need to select words from text, differ instruction throughout a two-week time frame, and assess on between eight and twelve words for every two-week period. Students need to be given time to connect and work with the words that are new to them. …
How Does Daily Exposure To Vocabulary Through Text Talk Carry Over Into The Speaking And Writing Of First Grade Students?, Natalie Lai Shaw
How Does Daily Exposure To Vocabulary Through Text Talk Carry Over Into The Speaking And Writing Of First Grade Students?, Natalie Lai Shaw
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, how does daily exposure to vocabulary through Text Talk carry over into the speaking and writing of first grade students? This action research took place in a first grade classroom and used Text Talk (Beck & McKeown, 2005), a systematic vocabulary curriculum that uses read alouds and explicit/ direct instruction. The findings of this research are the following: exposure to words and books is an important building block to vocabulary learning and usage, daily exposure to vocabulary increases a student’s speaking and writing in first graders, students are motivated to use learned …
How Does Explicit Instruction Enhance The Understanding Of Academic Vocabulary For Middle School English Learners?, Katherine Marie Kermes
How Does Explicit Instruction Enhance The Understanding Of Academic Vocabulary For Middle School English Learners?, Katherine Marie Kermes
School of Education and Leadership Student Capstone Theses and Dissertations
One of the barriers to English Learners finding success at school is proficiency with academic vocabulary. This paper documents the need for explicit instruction of academic vocabulary in addition to effective teaching and assessment strategies to use with students. The author describes an academic vocabulary unit which they implemented with middle school English Learners. The unit was based on the research of Graves and Beck, McKeown and Kucan as well as others. The author reaches the conclusion that explicit instruction positively impacts the ability of English Learners to understand and use academic vocabulary terms.
The Effects Of Content-Based Academic Paired Conversations On The Speaking Skills Of Fifth-Grade English Learners, Brandice Renee Kelzenberg
The Effects Of Content-Based Academic Paired Conversations On The Speaking Skills Of Fifth-Grade English Learners, Brandice Renee Kelzenberg
School of Education and Leadership Student Capstone Theses and Dissertations
The purpose of this study was to determine the effects of implementation of content-based paired academic conversations among fifth-grade English learners (ELs) at an advanced proficiency level. The major influences for the instructional methods used in this study came from Zwiers and Crawford (2011) and Kinsella and Hancock (2015). The research method was a mixed methods study conducted in an ESL pull-out class during spring 2015. The data collected consisted of a written post-test for academic vocabulary, recordings made of paired academic conversations which were assessed using a rubric, and focused observations of paired academic conversations based on a rubric. …