effective methods of vocabulary instructionmtweb.mtsu.edu/dvcraig/vocabulary.pdfeffective methods of...
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Action Research Project:Action Research Project:Effective Methods Effective Methods Effective Methods Effective Methods
ofofVocabulary InstructionVocabulary InstructionVocabulary InstructionVocabulary Instruction
Providence Christian AcademyProvidence Christian AcademyKaren CunninghamKaren Cunningham
SPSE 6 0SPSE 6 0gg
SPSE 6140SPSE 6140
Overview of the Overview of the Action Research StudyAction Research Study
Methods for vocabulary instruction Methods for vocabulary instruction vary widely from classroom to vary widely from classroom to y yy yclassroomclassroom
One clearOne clear--cut method for teaching cut method for teaching vocabulary has yet to be identifiedvocabulary has yet to be identifiedvocabulary has yet to be identifiedvocabulary has yet to be identified
Overview of the Overview of the Action Research StudyAction Research StudyVocabulary instruction has received Vocabulary instruction has received less emphasis than other reading less emphasis than other reading
program componentsprogram components
Researchers acclaim vocabulary Researchers acclaim vocabulary knowledge as the single most knowledge as the single most
f d f d important factor in reading important factor in reading comprehensioncomprehension
Components of Effective Components of Effective ppVocabulary InstructionVocabulary Instruction
Incorporate ways to personalize word Incorporate ways to personalize word p y pp y plearninglearning
Provide extensive practice with wordsProvide extensive practice with words
Components of Effective Components of Effective ppVocabulary InstructionVocabulary Instruction
Use of background knowledge, Use of background knowledge, g gg gcontext, morphology, and context, morphology, and dictionariesdictionariesUtilize instruction that actively Utilize instruction that actively involves and engages students in their involves and engages students in their involves and engages students in their involves and engages students in their own learningown learning
Ways t Devel p Ri h V abulariesWays t Devel p Ri h V abulariesWays to Develop Rich VocabulariesWays to Develop Rich Vocabularies
A rich vocabulary contains lots of wordsA rich vocabulary contains lots of wordsA rich vocabulary embodies and reflects A rich vocabulary embodies and reflects yyextensive and complex understandings of extensive and complex understandings of many conceptsmany conceptsA rich vocabulary means having deeply A rich vocabulary means having deeply rooted, flexible understanding of concepts rooted, flexible understanding of concepts h d h d that words representthat words represent
((BrabhamBrabham and and VillaumeVillaume, 2002), 2002)
Ways t Devel p Ri h V abulariesWays t Devel p Ri h V abulariesWays to Develop Rich VocabulariesWays to Develop Rich Vocabularies
A rich vocabulary is powered by a keen A rich vocabulary is powered by a keen ability to use context to tease out ability to use context to tease out yyimportant aspects of word meaning and important aspects of word meaning and subtle differences in word usagesubtle differences in word usageggA rich vocabulary is fired by fascination A rich vocabulary is fired by fascination with language that creates disposition and with language that creates disposition and with language that creates disposition and with language that creates disposition and motivation for learning wordsmotivation for learning words
((B bhB bh d d VillVill 2002) 2002)((BrabhamBrabham and and VillaumeVillaume, 2002), 2002)
Research QuestionsResearch QuestionsResearch QuestionsResearch QuestionsWhat effect does the current method of What effect does the current method of teaching vocabulary to 5teaching vocabulary to 5thth graders have on graders have on student performance?student performance?Does the current method of teaching Does the current method of teaching vocabulary result in increased participation vocabulary result in increased participation
d l t b th t d t h d l t b th t d t h and involvement by the student in his own and involvement by the student in his own learning? learning? D t d t d t ff th t D t d t d t ff th t Do students and staff enjoy the current Do students and staff enjoy the current method of vocabulary instruction more or method of vocabulary instruction more or less than other methods experienced?less than other methods experienced?less than other methods experienced?less than other methods experienced?
Data SourcesData SourcesData SourcesData SourcesResearch Question Data Source 1 Data Source 2 Data Source 3Research Question Data Source 1 Data Source 2 Data Source 3
What effect does Student Combined Semi-What effect does this particular approach to teaching
Student scores on vocabulary tests
Combined student survey and short
Semi-structured teacher interview g
vocabulary have on certain measures of student
Student scores on other in
answer questions
(audiotaped)
performance? class vocabulary activities
Data SourcesData SourcesData SourcesData SourcesResearch Question Data Source 1 Data Source 2 Data Source 3Research Question Data Source 1 Data Source 2 Data Source 3
Does this particular Researcher Semi- Semi-Does this particular approach to teaching vocabulary result
Researcher field notes of class observation
Semi-structured student interview
Semi-structured teacher interview y
in increased participation and involvement by the Sociograms
of student
(audiotaped)
Review of student work
(audiotaped)
student in his own learning?
of student activity
student work samples
Data SourcesData SourcesData SourcesData SourcesResearch Question Data Source 1 Data Source 2 Data Source 3Research Question Data Source 1 Data Source 2 Data Source 3
How is the new Combined Semi- Semi-How is the new approach to teaching vocabulary more or
Combined student survey and short
Semi-structured student interview
Semi-structured teacher interview y
less enjoyable to students and staff over past
answer questions (audiotaped) (audiotaped)
methods?
Description of SubjectsDescription of SubjectsDescription of SubjectsDescription of Subjects
25 fifth grade students, ages 1025 fifth grade students, ages 10--1111Highly educated and experienced 5Highly educated and experienced 5ththHighly educated and experienced 5Highly educated and experienced 5grade language arts teachergrade language arts teacher11 f l t d t d 14 l11 f l t d t d 14 l11 female students and 14 male11 female students and 14 maleEnglish as the primary language in English as the primary language in f lf lfamiliesfamiliesHigh parental involvementHigh parental involvementg pg p
Research FindingsResearch FindingsResearch FindingsResearch FindingsStudent Test ScoresStudent Test Scores
Table 1: Averaged Vocabulary Test Scores for StudentsTable 1: Averaged Vocabulary Test Scores for Students
8/28/088/28/08 Test 1Test 1 85.4%85.4%9/24/089/24/08 Test 2Test 2 86.6%86.6%
11/25/0811/25/08 Test 3Test 3 91.6%91.6%
Research FindingsResearch FindingsResearch FindingsResearch Findings
Student Scores for Vocabulary ActivitiesStudent Scores for Vocabulary ActivitiesStudent Scores for Vocabulary ActivitiesStudent Scores for Vocabulary Activities
T bl 2 A d St d t S f V b l W kT bl 2 A d St d t S f V b l W kTable 2: Averaged Student Scores for Vocabulary WorkTable 2: Averaged Student Scores for Vocabulary Work
8/68/6--13/0813/08 26.56/3026.56/30 88.5%*88.5%*8/188/18--25/0825/08 26 39/3026 39/30 88%88%8/188/18 25/0825/08 26.39/3026.39/30 88%88%8/298/29--9/7/089/7/08 26.44/3026.44/30 88.1%88.1%9/99/9--16/0816/08 26.8/3026.8/30 89.3%89.3%// // //
**All scores from the 1All scores from the 1stst quarter grading periodquarter grading period
Research FindingsResearch FindingsResearch FindingsResearch Findings
Student Scores for Vocabulary ActivitiesStudent Scores for Vocabulary ActivitiesStudent Scores for Vocabulary ActivitiesStudent Scores for Vocabulary Activities
T bl 2 A d St d t S f V b l W kT bl 2 A d St d t S f V b l W kTable 2: Averaged Student Scores for Vocabulary WorkTable 2: Averaged Student Scores for Vocabulary Work
10/1410/14--21/0821/08 27.29/3027.29/30 90.1%*90.1%*10/2210/22--11/4/0811/4/08 27 96/3027 96/30 93 2%93 2%10/2210/22 11/4/0811/4/08 27.96/3027.96/30 93.2%93.2%11/411/4--7/087/08 18.29/2018.29/20 91.2%91.2%
**All scores from the 2All scores from the 2ndnd quarter grading periodquarter grading period
Research FindingsResearch FindingsResearch FindingsResearch FindingsStudent Survey ResultsStudent Survey Results
75% or More Strongly Agreed or Agreed
50‐74% Strongly Agreed or Agreed
< 50% Strongly Agreed or Agreed
Understand word meaning better through teacher use of a reworded definition
Words studied are seen and used regularly in reading, writing, & speaking
Understand word meaning better when learning about the word’s originf
Ability to use context to determine word meaning
Ability to use examples
p g
Thinking about synonyms/antonyms helpful
g
Knowing about the word’s part of speech helps in understanding word meaningor illustrations to
explain word meaning
Encouraged to participate more
Able to recall the vocabulary word’s meaning during review or discussion
word meaning
participate more
Research FindingsResearch FindingsResearch FindingsResearch Findings
Recurrent Themes from Student InterviewRecurrent Themes from Student InterviewDiscussing derivatives for the vocabulary word Discussing derivatives for the vocabulary word Writing meaning rich sentences using the vocabulary word Writing meaning rich sentences using the vocabulary word Getting feedback from the teacher regarding word usage in Getting feedback from the teacher regarding word usage in a sentence or examples/illustrationsa sentence or examples/illustrationsa sentence or examples/illustrationsa sentence or examples/illustrationsSharing/discussing the word(s) with fellow students, Sharing/discussing the word(s) with fellow students, friends and family membersfriends and family membersApplying methods of vocabulary instruction to own Applying methods of vocabulary instruction to own learninglearning
Research FindingsResearch FindingsResearch FindingsResearch Findings
Recurrent Themes from Student InterviewRecurrent Themes from Student InterviewApproach to learning new vocabulary words met many Approach to learning new vocabulary words met many diff t t f l i ddiff t t f l i ddifferent types of learning needsdifferent types of learning needsApproach focuses on only one word a day and encourages Approach focuses on only one word a day and encourages more time to process the word’s meaningmore time to process the word’s meaningo e i e o p o e e o ea i go e i e o p o e e o ea i gApproach does not allow enough time to review words in Approach does not allow enough time to review words in classclassApproach does not allow for frequent tests Approach does not allow for frequent tests
Research FindingsResearch FindingsResearch FindingsResearch FindingsTeacher InterviewTeacher InterviewApproach encourages utilizing background knowledge and Approach encourages utilizing background knowledge and making personal connections to the word being studiedmaking personal connections to the word being studiedA oa h add e e a y diffe e t lea i tyleA oa h add e e a y diffe e t lea i tyleApproach addresses many different learning stylesApproach addresses many different learning stylesApproach introduces fewer words which allows for Approach introduces fewer words which allows for increased time to focus on individual words and increased time to focus on individual words and ffconcentrate on the process for learning a word’s meaning concentrate on the process for learning a word’s meaning vs. memorizationvs. memorizationSt d t t f i th d t th i l iSt d t t f i th d t th i l iStudents are transferring methods to their own learningStudents are transferring methods to their own learningStudents are excited about vocabulary and are becoming Students are excited about vocabulary and are becoming “lovers of words”“lovers of words”o e of oo e of o
ConclusionsConclusionsConclusionsConclusionsTechniques for vocabulary instruction include use Techniques for vocabulary instruction include use f b k d k l d t t h lf b k d k l d t t h lof background knowledge, context, morphology, of background knowledge, context, morphology, and dictionariesand dictionariesStudents are encouraged to apply backgroundStudents are encouraged to apply backgroundStudents are encouraged to apply background Students are encouraged to apply background knowledge as they study new wordsknowledge as they study new wordsMethods for teaching vocabulary require active Methods for teaching vocabulary require active f g y qf g y qinvolvement in learning by studentsinvolvement in learning by studentsStudents are learning to learn and enjoy Students are learning to learn and enjoy
b l i t tib l i t tivocabulary instructionvocabulary instruction
Action PlanAction PlanAction PlanAction PlanPhase 1:
1.1. Include more explicit instruction so that students Include more explicit instruction so that students understand the importance and use of word origins, parts understand the importance and use of word origins, parts f h d h f f h d id b lf h d h f f h d id b l
Phase 1:
of speech, and other forms of the word to aid vocabulary of speech, and other forms of the word to aid vocabulary understanding.understanding.
2.2. Provide more opportunities for review of past words Provide more opportunities for review of past words d i l ti d id t t f tld i l ti d id t t f tlduring class time and provide tests more frequently.during class time and provide tests more frequently.
3.3. Continue to collect data on vocabulary instruction for an Continue to collect data on vocabulary instruction for an additional six months and analyze SAT scores of 5additional six months and analyze SAT scores of 5ththgraders with previous SAT scoresgraders with previous SAT scoresgraders with previous SAT scores.graders with previous SAT scores.
4.4. Compare data and findings to determine any additional Compare data and findings to determine any additional changes or modifications to the teaching of vocabulary.changes or modifications to the teaching of vocabulary.
Action PlanAction PlanAction PlanAction PlanPhase 2:
1.1. Expand the program to include other grade levels Expand the program to include other grade levels in the Elementary and Middle Schoolin the Elementary and Middle School
Phase 2:
in the Elementary and Middle School.in the Elementary and Middle School.2.2. Collect data over a six month period.Collect data over a six month period.33 Compare data and findings of all participatingCompare data and findings of all participating3.3. Compare data and findings of all participating Compare data and findings of all participating
classes.classes.4.4. Compile data and findings into an action Compile data and findings into an action p f gp f g
research report.research report.5.5. Present findings, conclusions, and suggestions Present findings, conclusions, and suggestions
to other faculty and PCA parentsto other faculty and PCA parentsto other faculty and PCA parents.to other faculty and PCA parents.