Date of Award/Publication
5-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
Abstract
Students need to have well-developed vocabularies to succeed in language arts as well as in all other content areas. Student success and achievement can be attributed to in part to the difference between the vocabulary knowledge of students who live in poverty and students who do not. This action research project looks at different methods of vocabulary instruction to determine the best practice. This study took place in a fifth grade classroom at a Title One school. The methods of instruction tested were explicit instruction, teaching vocabulary in context, and a combination approach. This study concluded that vocabulary should be taught to students in a variety of ways, including through explicit instruction and in context.
Recommended Citation
Cipura, Justine, "Best Practices for Improving the Vocabularies of Students Who Live in Poverty" (2012). Education Masters. Paper 204.
https://fisherpub.sjf.edu/education_ETD_masters/204
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.