Matching Items (5)
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- All Subjects: Vocabulary
- Creators: Atkinson, Robert
- Creators: Blanchard, Jay
- Creators: Carlson, David L.
- Creators: Hickman, Paris Weslyn
Description
The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills - Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test (TerraNova-Reading) administered at the conclusion of second- and third-grade. Participants were sixty-five English Language Learners (ELLs) learning to read in a school district adjacent to the U.S.-Mexico border. DIBELS-ORF and TerraNova-Reading scores were provided by the school district, which administers the assessments in accordance with state and federal mandates to monitor early literacy skill development. Bivariate correlation results indicate moderate-to-strong positive correlations between DIBELS-ORF scores and TerraNova-Reading performance that strengthened between grades one and three. Results suggest that the concurrent relationship between oral reading fluency scores and performance on standardized and high-stakes measures of reading comprehension may be different among ELLs as compared to non-ELLs during first- and second-grade. However, by third-grade the correlations approximate those reported in previous non-ELL studies. This study also examined whether the Peabody Picture Vocabulary Test (PPVT), a receptive vocabulary measure, could explain any additional variance on second- and third-grade TerraNova-Reading performance beyond that explained by the DIBELS-ORF. The PPVT was individually administered by researchers collecting data under a Reading First research grant prior to the current study. Receptive vocabulary was found to be a strong predictor of reading comprehension among ELLs, and largely overshadowed the predictive ability of the DIBELS-ORF during first-grade. Results suggest that receptive vocabulary scores, used in conjunction with the DIBELS-ORF, may be useful for identifying beginning ELL readers who are at risk for third-grade reading failure as early as first-grade.
ContributorsMillett, Joseph Ridge (Author) / Atkinson, Robert (Thesis advisor) / Blanchard, Jay (Committee member) / Thompson, Marilyn (Committee member) / Christie, James (Committee member) / Arizona State University (Publisher)
Created2011
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. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities on the children's receptive and expressive vocabulary learning. Findings showed that the STDP vocabulary instructional strategy had a much larger impact on children's receptive vocabulary than on expressive vocabulary learning. The play activities did not seem to make much difference in the learning of receptive and expressive vocabulary. The results indicated that the STDP strategy is an effective way to teach receptive vocabulary. There was a lack of evidence that the different types of play significantly affected children's vocabulary learning.
ContributorsSong, Mi-Jung (Author) / Christie, James (Thesis advisor) / Enz, Billie (Committee member) / Blanchard, Jay (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and post-course surveys on reasoning skills, impressions of biology, science and the course, and microbiology knowledge. Students subjected to Anglicized instruction performed significantly better on exams that assessed their abilities to apply and analyze knowledge from the course, and gained similar amounts of knowledge during the course when compared to peers instructed with standard vocabulary. Their performance in upper-level courses was also better than that of their traditionally educated peers. Hypotheses related to the effect are presented and evaluated; implications for instruction are discussed.
ContributorsRichter, Emily (Author) / Lawson, Anton (Thesis advisor) / Stout, Valerie (Committee member) / Haydel, Shelley (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
The English language is taught all over the world and changes immensely from place to place. As such, both L1 and L2 English Language Users all utilize English as a tool for creating meaning in their existence and to also form perspectives on how the language ought to be. What is interesting about this is that the language being used to do that is one birthed from a culture that many English speakers across the globe are separated from; that is, Anglo-Saxon culture. Since learning and using language is also learning and participating in culture the question is, then how separated are American English speakers from that of the culture that created the language they speak? Does Anglo-Saxon culture impact how worldviews are formed in contemporary English speakers? I propose that the first step to finding some answers is by investigating the language ideologies that American English speakers have through the inquiry of meanings that they prescribe to English words that derive from Old English and subsequently have Germanic origins. The following work details a study examining the language attitudes of American English speakers in hopes of shedding new light on these questions.
ContributorsHickman, Paris Weslyn (Author) / Bjork, Robert E (Thesis advisor) / Adams, Karen L (Committee member) / Gelderen, Elly van (Committee member) / Arizona State University (Publisher)
Created2016
Description
Learning academic vocabulary is part of the curriculum for elementary students. Many gifted students learn new words easily but do not necessarily feel positive about studying vocabulary at school. They also do not transfer these words to their own writing. This researcher used games in her own fifth-grade classroom to teach vocabulary and measured the use of these words in the students' writing. This study also examined students' attitudes about learning vocabulary through games. This mixed-methods study used quantitative data to study the students' retention of the vocabulary words, their usage of the words in their writing, and their attitude toward playing games to learn vocabulary. The researcher also used qualitative data to measure the students' attitudes toward learning with games. Three different vocabulary games were used and one editing game was used during this 18-week study. Quantitative data from test scores and questionnaire responses were analyzed comparing pre and post responses. Writing samples and word tallies were collected throughout the study. Students learned the definitions of vocabulary words while playing games and retained the meanings after 18 weeks, achieving a mean score on the posttest of 71%. No significant usage of the relevant words in student writing samples was found. Qualitative data from questionnaires and field notes were coded and analyzed. A significant gain was shown in how students felt about studying vocabulary after playing games. This study showed positive results in all areas measured.
ContributorsRagatz, Carolyn Mae (Author) / Carlson, David L. (Thesis advisor) / Gee, Elisabeth (Committee member) / Stamm, Jill (Committee member) / Cash, Richard (Committee member) / Arizona State University (Publisher)
Created2015