Accelerated Student Achievement and Enhanced Teacher Knowledge: The Case of a Long-Term Vocabulary Intervention

• In Event: Professional Development in English Language Arts

Abstract

The purpose of this study was to examine upper-elementary students’ vocabulary growth and their teacher’s knowledge of effective vocabulary pedagogy over the course of a multi-year design experiment. Quantitative data were gathered on fourth- and fifth grade students’ vocabulary knowledge and vocabulary strategies; qualitative data were gathered on the classroom teachers’ knowledge of sound vocabulary instruction. Results demonstrated that students grew significantly in vocabulary knowledge and skills each year, but that growth was greater for students in Year 2 of the program. Analysis of teacher data documented that over the span of two years, they moved from limited knowledge, confidence, and competence in teaching vocabulary to a higher level of understanding, self-efficacy, and skill in providing effective vocabulary lessons.

Authors

• Jeni Davis, University of South Florida

• James F. Baumann, University of Missouri - Columbia