vocabulary instruction research by: sonya elliott and eli waters
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Vocabulary Instruction Research
By: Sonya Elliott and Eli Waters
Background Information:
Students struggle with varying aspects of reading comprehension
Vocabulary comprehension was not mastered in lower grades, therefore students came into our classrooms without adequate vocabulary to comprehend text
Students expressed concern over being taught numerous “vocabulary” words for spelling each week without ever examining the meaning
McKeown,M.G., and I.L. Beck. “Direct and Rich Vocabulary Instruction.” Vocabulary Instruction.
2004
R. Malatesha Joshi.”Vocabulary: A Critical Component of Comprehension.” Reading & Writing
Quarterly, 21:209-219, 2005
Lu Mei-fang. “Teachers’ role in vocabulary teaching: Strategies for vocabulary teaching.” Sino-US English Teaching 5, no. 8 (2008): 1-6.
Journal of Adolescent & Adult Literacy : November 2007 : Abstract of Effective Content Vocabulary Instruction in the Middle: Matching Students,
Purposes, Words, and Strategies”, n.d. zotero://attachment/24/.
Research:
Flanigan, Kevin, and Scott C. Greenwood. “Effective Content Vocabulary Instruction in the Middle:
Matching Students, Purposes, Words, and Strategies.” Journal of Adolescent & Adult Literacy
51, no. 3 (2007): 226-238.
Boulware-Gooden, Regina, Suzanne Carreker, Ann Thornhill, and R. Malatesha Joshi. “Instruction of
Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of
Third-Grade Students.” The Reading Teacher 61, no. 1 (2007): 70-77.
Atkinson, Fairlie. “Improving Reading Comprehension Through Instructional Vocabulary Strategies.” Perspectives (TESOL Arabia) 17, no. 2
(June 2010): 15-19.
Research Con’t:
What are the effects of an integrated direct and indirect vocabulary
instructional approach on vocabulary growth?
What are the effects of a meaning-based vocabulary instructional
approach on vocabulary growth?
The Questions:
Classroom Demographics
•Eli’s Classroom
Grade
•7th
Gender
•15 male
•13 female
Ethnicity
•1/3 Caucasian
•Growing Hmong population
Ability
•Regular education classroom with multiple ability levels
•Sonya’s Classroom
Grade •5
th
Gender
•12 male
•13 female
Ethnicity
•3/4 Caucasian
•2 African American and 2 Hispanic
Ratio
•Regular education classroom with multiple ability levels
Instructional plan
Word Journals
Morphemic root
introduction
Word meaning
from context
Pre and Post vocabulary
test
Examples of student work A:
Examples of student work B:
Examples of student work C:
Examples of student work D:
Examples of student work E:
Word Journal Entries
Pre and Post Assessment
Scores
Writing samples Morphemic root
pre/post test
Students: 1 2 3 4 5
Week 1 Pre 0 0 20 20 0Week 1 Post 71 68 18 80 92
Gain/Loss +71 +68 -2 +60 +92Week 2 Pre 40 0 20 40 40Week 2 Post 84 70 86 74 97
Gain/Loss +44 +70 +66 +34 +57Week 3 Pre 0 20 0 40 40Week 3 Post 100 100 100 100 90
Gain/Loss +100 +80 +100 +60 +50Week 4 Pre 20 0 40 20 60Week 4 Post 88 100 94 91 100
Gain/Loss +68 +100 +54 +71 +40
OverallGain/Loss
+70 +79 +54 +56 +59
Mrs. Elliott’s Pre and Post Vocabulary Data
Mrs. Elliott’s Pre and Post Test Data
Pre test 1
Post test 1
Pre test 2
Post test 2
Pre test 3
Post test 3
Pre test 4
Post test 4
0
20
40
60
80
100
120
Student 1Student 2Student 3Student 4Student 5
Mr.Water’s Pre and Post Vocabulary Data
1 2 3 4 5
Week 1 Pre 14 14 57 43 71Week 1 Post 29 100 100 100 100
Gain/Loss +15 +86 +43 +57 +29Week 2 Pre 25 38 25 38 38Week 2 Post 0 100 100 100 100
Gain/Loss -25 +62 +75 +62 +62Week 3 Pre 33 17 50 17 67Week 3 Post 100 67 100 100 100
Gain/Loss +67 +50 +50 +83 +33Week 4 Pre 50 63 38 25 50Week 4 Post 25 38 50 50 63
Gain/Loss -25 -25 +12 +25 +13
OverallGain/Loss
+8 +43 +45 +57 +34
Mr. Water’s Pre and Post Test Data
Pretest 1
Post test 1
Pre test 2
Post test 2
Pre test 3
Post Test 3
Pre test 4
Post test 4
0
20
40
60
80
100
120
Student 1Student 2Student 3Student 4Student 5
9%
18%
55%
18%
Total Growth of Students
0-20 points21-40 points41-60 points61-80 points81-100 points
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