Stull, Lisa
(2021)
Supporting Students’ Vocabulary Development Through an Integrated Literacy Approach.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
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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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/41489 |
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