Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique

Autor/inn/en	Spielvogel, Joanna H.; Ehren, Barbara J.
Titel	Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 3, S.794-806 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spielvogel, Joanna H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Vocabulary Development; Grade 4; Elementary School Students; Vignettes; Teaching Methods; Scaffolding (Teaching Technique); Instructional Effectiveness; Direct Instruction; Suburban Schools; Florida + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Purpose: The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique -- General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth grade students receiving VST-GE16 instruction with 16 instructor-led encounters per word, eight words taught per week for 90 min a week over 4 weeks demonstrated greater gains on a multiple-choice synonym test and a fill-in-the-blank words-in-context test than fourth grade students taught the same number of words, in the same time frame, using a vocabulary teaching method typically employed by a fourth grade teacher. Method: The study was a quasi-experimental design, with a pretest and posttest multiple-choice synonym and fill-in-the-blank words-in-context measures administered. Students with complete data sets were included in the analyses (synonym, N = 38; words-in-context, N = 37). Participants in both groups were taught eight curriculum vocabulary words per week for 90 min a week across four consecutive weeks (32 words). Results: An analysis of covariance on posttreatment outcomes yielded the following: The treatment group scored significantly higher on the synonym measure, F(1, 35) = 14.76, p < 0.001; g = 1.04, and the words-in-context measure, F(1, 34) = 43.66, p < 0.001; g = 1.59, than did the comparison group. Conclusions: The results indicated that the VST-GE16 protocol has potential as an effective, efficient method to use when directly teaching curriculum vocabulary words to fourth grade students in general education classrooms. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01