Date Approved
6-29-2006
Embargo Period
3-31-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Robinson, Randall
Subject(s)
Inclusive education; Vocabulary--Study and teaching
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this experimental study was to determine if non-traditional vocabulary instruction would significantly raise the scores of second-grade students in an inclusion classroom compared to second-grade students whom were taught vocabulary words in a traditional manner. Students were tested in matching vocabulary words to definitions as well as using vocabulary words in a meaningful context. Analysis of the data obtained from the pretest and posttest scores showed that while students in both settings improved in their performances, students who were taught vocabulary words in a non-traditional way, scored slightly higher. Further analysis was conducted to portray that this slight difference was not enough to make the study significant. Implications for teaching vocabulary words are discussed.
Recommended Citation
Anderson, Stephanie Marie, "The effectiveness of non-traditional vocabulary instruction in a second-grade inclusion classroom" (2006). Theses and Dissertations. 881.
https://rdw.rowan.edu/etd/881
