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Action Research on Vocabulary Word Knowledege

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Ericka Nixon-Carlos

on 28 March 2013

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Transcript of Action Research on Vocabulary Word Knowledege

7 students randomly selected--
2 LEP 5 English only

Pre-test and Post-test

Biweekly progress monitoring

Words selected as part of a Kevin Henkes book study—Tier2
Shelia Rae the Brave, Chester's Way, Lily’s Purple Plastic Purse, Owen
Vocabulary Journal Methodology

What is the impact of the Word Walk instructional strategy on student word knowledge? Research Question ?
It is estimated that students must learn between 2,000 and 3,000 words per year

About 400 of these words can be taught explicitly or directly (Hiebert, Lehr, Osborn, 2004.) Problem Documentation
Three year olds who come from families with low incomes know about 600 words less than those from upper middle class families and as students get older this disparity grows (Christ & Wang, 2010). Problem documentation
"Vocabulary is broadly defined as the knowledge of words and word meanings, including words that come in the form of oral and print (Lehr, Osborn, Hiebert, 2004)". What is Vocabulary? Action Research on Improving Vocabulary
Knowledge Components of the Work Walk instruction had a positive impact on students’ work knowledge

Props, demonstrations
Multiple exposures
Student friendly definitions
(Before, During, After)
Tier 2 Vocabulary

Use a larger sample size

Investigate connection between comprehension and vocabulary

Track students' use of vocabulary in conversation Future Recommendations Students increased their overall average of word knowledge by 9.5 points Results
In-direct Instruction

Oral language
Independent reading
Direct Instruction

Words and their meanings are taught explicitly to aid in reading comprehension

Teacher Directed Reading
Content Vocabulary
Vocabulary Programs Types of Vocabulary instruction
Reading comprehension depends on students already knowing between 90 and 95 percent of the words in a text (Hirsh, 2003).” Problem Documentation…
Print vocabulary makes up the words students use in their Reading and Writing

Oral vocabulary are the words students recognize when listening and speaking.

In most cases, vocabulary is referred to as the words that students must know in order to maintain comprehension when reading (Lehr, Osborn, Hiebert, 2004). Types of Vocabulary Lehr, F., Osborn, J., & Hiebert, E. H. (2004). A Focus on Vocabulary. Research Based Practices in Early Reading Series , 44.
Christ, T., & Wang, C. (2010). Bridging the Vocabulary Gap What the Research Tells Us about Vocabulary Instruction in Early Childhood. Young Children , 84-91.
Hirsh, E. D. (2003). Reading comprehension requires knowledge-of words and the world: Scientific insights into the fourth grade slump and the nation's stagnant comprehension scores. American Educators . References Tier 2 Vocabulary Tier 2 words are characterized as words that are likely to appear frequently in a wide variety of texts and oral language of mature language users (Lehr, Osborn, & Hiebert, 2004)
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