Publication Date

2015

Document Type

Thesis

Committee Members

Suzanne Franco (Committee Member), Grant Hambright (Committee Co-Chair), Yoko Miura (Committee Co-Chair)

Degree Name

Educational Specialist (EdS)

Abstract

There has been a multitude of research about the effect of vocabulary instruction on reading achievement. The purpose of this study was to further examine the effectiveness of specific methods of vocabulary instruction, definitional and morphemic, as measured by reading achievement on the Measures of Academic Progress (MAP) assessment. This research study focused on 5 suburban classrooms in the Midwest, three teaching definitional methods and two teaching morphemic methods. The data were analyzed using a 2X 2 ANOVA to determine which method had the most effect on reading achievement, definitional or morphemic. The analyses revealed that there is a significant effect of method of vocabulary instruction on reading achievement. The definitional instruction group showed more growth from fall 2014 to spring 2015; however, the morphemic instruction group experienced greater achievement. Teachers self-reported incorporating other methods of reading and vocabulary instruction into literacy instruction, as well as multiple opportunities to engage in vocabulary discussion and activities related to word lists and/or morphemes studied. Overall, students' reading achievement scores benefited from vocabulary instruction.

Page Count

76

Department or Program

Department of Leadership Studies in Education & Organizations


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