Date Approved

7-3-1997

Embargo Period

8-30-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Robinson, Randall

Subject(s)

Second grade (Education); Vocabulary--Study and teaching (Primary)

Disciplines

Elementary Education and Teaching

Abstract

The effects of three conditions of vocabulary presentation were examined to determine which method is optimal for vocabulary acquisition of the meanings of unfamiliar words in elementary school students. The design of this study was similar to that used by A. Brett, L. Rothlein, and M. Hurley (1996). Three intact classes of second grade students, N = 59, in a suburban area in Southern New Jersey were randomly assigned to a control group, a group where students received no explanations of target words when they were read a storybook aloud, or a group where students received brief explanations of target words when they heard a story read aloud. Pretests, posttests, and retention tests were used to acquire measures of amount learned or amount lost with regard to the vocabulary words. A one-way Analysis of Variance and post hoc Tukey's HSD and Scheffe's Test comparisons, p = .05, revealed students who received explanations of target words during the read-aloud session learned significantly more than students who were not given explanations or students who were not exposed to the storybook. A one-way Analysis of Variance, p = .05, of the amount lost revealed no significant differences in the amount of retention between the three groups.

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