Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Dale D.; und weitere |
|---|---|
| Institution | Wisconsin Center for Education Research, Madison. |
| Titel | A Field Assessment of Vocabulary Instruction in the Elementary School Classroom. Program Report 84-3. |
| Quelle | (1984), (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Content Area Reading; Elementary Education; Elementary School Teachers; Reading Achievement; Reading Instruction; Reading Research; Small Group Instruction; Teaching Methods; Vocabulary Development |
| Abstract | A study was conducted to assess the emphasis that elementary school teachers place on teaching vocabulary. The survey, distributed to 359 teachers in 7 school districts around the country, was completed by 228 teachers of grades one through five. Questions were directed at vocabulary instruction within the reading program as well as within the total curriculum. An important focus of the survey was to determine whether classroom teachers differentiate vocabulary instruction based on the ability levels of their reading groups. The results indicated that the teachers did place a high priority on vocabulary instruction, both prior to having the student read a basal passage and in content area instruction. Direct vocabulary instruction as a separate instructional area, however, was not a high priority. Of the teachers surveyed, 52% reported that they do not allocate any time specifically to vocabulary instruction as a separate subject. The teachers appeared to take into account the ability level of the reading groups when planning vocabulary instruction for their reading program. Contrary to other research findings, low ability readers were reported as receiving as much (or more) vocabulary instruction prior to reading a passage as average or above average readers. (Author/HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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