Preteaching science and social studies vocabulary using the rich and intensive method of vocabulary instruction





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The purpose of this study was to determine if Beck, McKeown, and Kucan's model of direct vocabulary instruction is an effective teaching tool for pre-teaching science and social studies vocabulary to second grade English language learners in collaboration with the mainstream classroom teacher. The research method was an action research project in second grade ESL pull-out sessions. The qualitative data collected consisted of a personal teacher journal, a student observation journal, and classroom teacher interview and observations. The quantitative data included the findings from the pretest, posttest, and delayed posttest. The main findings were: 1) Beck et al.'s model of robust vocabulary instruction seems to work as a method to pre-teach the targeted academic vocabulary from science and social studies texts. 2) Collaboration with the classroom teacher allows both the teachers and the students to connect the curriculum of the mainstream classroom and the ESL pull-out session.

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