Graduate Education Seminar (Affiliated Group)

Title

Vocabulary Acquisition in Middle Grades Language Arts

Faculty Mentor(s)

Dr. Josh Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Nesbitt 5101

Start Date

13-3-2020 11:00 AM

End Date

13-3-2020 11:30 AM

Description/Abstract

The knowledge that vocabulary acquisition increases reading comprehension has led to the incorporation of various programs in language arts classrooms. This study examined the effectiveness of two vocabulary programs using a sample of 121 students in grades 6 through 8. Each grade level included two treatment groups that received the intervention during language arts class. One group received the Word Generation intervention; the other received Word Within the Word as the intervention. The study sought to answer the following questions. Which program, Word Generation or Word Within the Word, is more effective in increasing vocabulary and comprehension skills in middle school students? Does the implementation of a vocabulary program have a greater effect on student vocabulary acquisition and comprehension than general language arts instruction? Are students more motivated when given explicit vocabulary instruction? If so, does one program have more of an effect on student motivation than the other? This study is not yet complete. However, upon completion of the study, an increase in the Gates-MacGinitie vocabulary assessment mean score is predicted for each of the two treatment groups. No change is predicted in the reading comprehension or total reading scores for either group due to the short intervention period. In addition, no significant increase in student motivation is predicted.

Media Format

flash_audio

This document is currently not available here.

Share

COinS
 
Mar 13th, 11:00 AM Mar 13th, 11:30 AM

Vocabulary Acquisition in Middle Grades Language Arts

Nesbitt 5101

The knowledge that vocabulary acquisition increases reading comprehension has led to the incorporation of various programs in language arts classrooms. This study examined the effectiveness of two vocabulary programs using a sample of 121 students in grades 6 through 8. Each grade level included two treatment groups that received the intervention during language arts class. One group received the Word Generation intervention; the other received Word Within the Word as the intervention. The study sought to answer the following questions. Which program, Word Generation or Word Within the Word, is more effective in increasing vocabulary and comprehension skills in middle school students? Does the implementation of a vocabulary program have a greater effect on student vocabulary acquisition and comprehension than general language arts instruction? Are students more motivated when given explicit vocabulary instruction? If so, does one program have more of an effect on student motivation than the other? This study is not yet complete. However, upon completion of the study, an increase in the Gates-MacGinitie vocabulary assessment mean score is predicted for each of the two treatment groups. No change is predicted in the reading comprehension or total reading scores for either group due to the short intervention period. In addition, no significant increase in student motivation is predicted.