Date Approved

7-1-2005

Embargo Period

4-19-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Vocabulary--Study and teaching (Elementary)

Disciplines

Elementary Education and Teaching

Abstract

This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.

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