Description
This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy.
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Contributors
- Song, Mi-Jung (Author)
- Christie, James (Thesis advisor)
- Enz, Billie (Committee member)
- Blanchard, Jay (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2012
Subjects
- Early Childhood Education
- English as a Second Language
- Instructional Strategy
- Play
- Preschoolers
- Say-Tell-Do-Play
- Vocabulary Learning
- Vocabulary--Study and teaching (Preschool)
- Vocabulary
- Vocabulary--Study and teaching (Preschool)--Activity programs.
- Vocabulary
- English language--Study and teaching (Preschool)--Foreign speakers.
- English language
Resource Type
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Note
- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 95-104)Note typebibliography
- Field of study: Curriculum and instruction
Citation and reuse
Statement of Responsibility
by Mi-Jung Song