Date of Award
January 2015
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Communication Sciences & Disorders
First Advisor
Sarah Robinson
Abstract
Vocabulary test scores from the ZOT, a researcher designed assessment, were obtained from kindergarten students (n=36) involved in a vocabulary intervention pilot study. The purpose of the current study was to (a) investigate if kindergarten students can learn academic vocabulary through a whole classroom approach to intervention during a brief story book reading session, (b) compare academic vocabulary learning between two methodological approaches and (c) compare the differences in learning of specific academic words. Comparison of mean ZOT results suggested (a) participants who did not receive special services through an Individual Education Plan (IEP) learned academic vocabulary (d = 1.76; p<0.05), and students who receive services through an IEP may need more specialized instruction to learn academic vocabulary, (b) participants who received the Process-Oriented Approach knew statistically significant more academic vocabulary with a Process-Oriented Approach as compared to a Context-based Approach (d = 0.84; p < 0.001), and (c) participants learned more targeted than nontargeted academic words.
Recommended Citation
Loesch, Hannah Mae, "The Efficacy Of Teaching Academic Vocabulary To Kindergarteners In An Explicit, Literacy Based Method" (2015). Theses and Dissertations. 1804.
https://commons.und.edu/theses/1804