Smail, Alicia/K
(2017)
An Investigation of an Academic Vocabulary Intervention for Upper Elementary Students Who Struggle with Reading.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The current study is a mixed-methods, action research study in which Word Generation (WG) resources were used with students in a learning support classroom. Word Generation is a cross-curricular vocabulary intervention centered on academic language. The goal of the study was to investigate the vocabulary learning of students and to evaluate the WG resources. Students demonstrated statistically significant positive differences on the pretest/posttest and maintained that learning on a delayed posttest. Important findings related to students’ developing word consciousness indicated that the WG resources positively impacted students’ word awareness and that the WG target vocabulary is representative of high-utility academic language. The findings show promise for incorporating multifaceted vocabulary instruction such as Word Generation into middle school classrooms with students who struggle with reading.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
21 July 2017 |
| Date Type: |
Publication |
| Defense Date: |
10 April 2017 |
| Approval Date: |
21 July 2017 |
| Submission Date: |
24 April 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
99 |
| 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, academic language, Word Generation, struggling readers, upper elementary |
| Date Deposited: |
21 Jul 2017 19:39 |
| Last Modified: |
04 Dec 2017 14:38 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/31550 |
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