Term
Fall 11-21-2016
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Jennifer Carlson
Secondary Advisor/Reader One
Heather Schmidt
Peer-Reviewer/Reader Two
Pam Brown
Abstract
Vocabulary word selection and instruction is hard for educators to grasp, with so many methods to choose from. Focusing on the question of How does the selection of vocabulary words, instruction, and assessment affect the retention of newly learned vocabulary? leads us to our answer. The capstone study focusing around this question made it evident that educators need to select words from text, differ instruction throughout a two-week time frame, and assess on between eight and twelve words for every two-week period. Students need to be given time to connect and work with the words that are new to them. When given time and specific instruction on words throughout the entire time frame, students are able to connect with the work, thus performing better on the assessments. Overall, teachers and students should be focusing on learning more about words and word parts, than on how many definitions they can memorize.
Research Methodology
Action Research
Keywords
Curriculum, Literacy, Teachers/ Teaching, vocabulary
Recommended Citation
Rustand, Amber, "How Vocabulary Word Selection, Instructional Strategies, And Assessments Affect Student Retention Of Newly Learned Words" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4222.
https://digitalcommons.hamline.edu/hse_all/4222