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Effects of Amount of Vocabulary Instruction for Low-Socioeconomic Students

Sobolak, Michelle J. (2009) Effects of Amount of Vocabulary Instruction for Low-Socioeconomic Students. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Researchers have long acknowledged the important role that vocabulary plays in assisting in reading comprehension. Because of the importance of vocabulary, it is necessary to determine how to ensure that all students are making adequate vocabulary gains. The purpose of this study was to determine the necessary amount of instruction for students from low socioeconomic backgrounds to make vocabulary gains. This study considered if providing additional robust vocabulary instruction was beneficial for students. In addition, this study looked to determine if there was a correlation between students' standardized vocabulary test scores prior to instruction and amount of instruction provided to make gains in vocabulary knowledge and if there was a correlation between students' posttest scores and amount of instruction provided. The results of the study indicated that additional vocabulary instruction was beneficial for all students who received it. In addition, this study revealed that there was a significant negative correlation between students' standardized vocabulary test scores and amount of instruction and there was also a significant negative correlation between students' posttest scores and amount of instruction. There are several implications for both the classroom and future research deriving from this study. In the classroom, teachers must be prepared to provide additional vocabulary instruction for students who do not master the taught words at the conclusion of initial instruction. Future research must consider guidelines to determine the appropriate amount of vocabulary instruction to provide for students from low socioeconomic backgrounds. In addition, continued research is necessary in the area of ameliorating the proven vocabulary differences in students from low socioeconomic backgrounds and their more affluent peers.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Sobolak, Michelle J.mjsobolak@yahoo.com
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairBeck, Isabelibeck@pitt.eduIBECK
Committee MemberKucan, Lindalkucan@pitt.eduLKUCAN
Committee MemberPingel, Louispingel@pitt.eduPINGEL
Committee MemberBiagini, mary Kaybiagini@pitt.eduBIAGINI
Committee MemberHamilton, Rebeccarhamilto@pitt.eduRHAMILTO
Date: 5 January 2009
Date Type: Completion
Defense Date: 6 October 2008
Approval Date: 5 January 2009
Submission Date: 14 November 2008
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: low-socioeconomic; reading; vocabulary
Other ID: http://etd.library.pitt.edu/ETD/available/etd-11142008-151833/, etd-11142008-151833
Date Deposited: 10 Nov 2011 20:04
Last Modified: 15 Nov 2016 13:51
URI: http://d-scholarship.pitt.edu/id/eprint/9669

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