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Supporting Students’ Vocabulary Development Through an Integrated Literacy Approach

Stull, Lisa (2021) Supporting Students’ Vocabulary Development Through an Integrated Literacy Approach. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This study investigates the implementation of an integrated, theoretically based vocabulary intervention in fourth-grade ELA classrooms. The intervention was designed with word knowledge at the center and focused on developing high-quality lexical representations of words as depicted by the Lexical Quality Hypothesis. Lessons utilized Word Generation (WG) resources, word study targeting morphology, and strategies to develop students’ word consciousness. Both quantitative and qualitative measures were used to assess students’ knowledge of target words, their ability to transfer learned affixes to new words, and to evaluate the growth of word consciousness. Evaluation of the assessments illustrate how students demonstrated growth in all areas. The study results reveal promising findings for integrated vocabulary instruction and positive impacts on students’ word knowledge. Further, this investigation depicts important implications for supporting students’ ideas in lessons and how this flexible approach may positively impact students’ learning.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Stull, Lisalrs72@pitt.edulrs72
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKucan,
Committee MemberSobolak,
Committee MemberRimbey,
Date: 31 August 2021
Date Type: Publication
Defense Date: 28 June 2021
Approval Date: 31 August 2021
Submission Date: 24 July 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 91
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: vocabulary, word consciousness, morphology, upper elementary, word knowledge, lexical quality hypothesis
Date Deposited: 31 Aug 2021 17:40
Last Modified: 31 Aug 2021 17:40


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