Capstone/Dissertation Title

How can explicit instruction foster growth in low socioeconomic fourth grade students' vocabularies

Term

2008

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed in this project was, how does explicit instruction foster growth in low socioeconomic fourth grade students' vocabularies? It documents one teacher's implementation of vocabulary strategies in her fourth grade literature circles, read aloud, and science class. The methods were based on Graves work along with Beck & McKeown. The author documents the details of strategies used with her students along with teaching specific vocabulary words related research literature to validate the study. She describes struggles and success with students not having rich language experiences trying to close the language gap. The author concludes that multiple exposures, explicit instruction, metacognitive strategies, and word play are successful ways for fourth grade students to acquire new words and concepts.

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