Exploring the Impact of Word Sort Discussions on Preservice Teachers' Content and Pedagogical Knowledge

• In Event: 34.030 - New Developments in Vocabulary and Concept Teaching and Learning

Abstract

The current study followed a Time Series design that utilized quantitative methods to explore the impact of participation in minilessons and 14-week deliberate word sort discussions on pre-service teachers’ knowledge of evidence-based vocabulary practices that strengthen K-12 students’ academic skills. Pre- and post-assessment with multiple questions were used to assess participants’ vocabulary development content and pedagogical knowledge. With a response rate of 86.2%, 75 participants took both tests. Paired t-test revealed a significant difference in pre-and post-test scores, with t(74)=-8.91, p<.000, which indicates that preservice teachers’ vocabulary development content and pedagogical knowledge significantly increased after participating in 14-week intervention.
Keywords: Vocabulary Development, Preservice Teacher Development, Pre and Post Reading Assessments

Authors

• Deborah J Williams, Stephen F. Austin State University

• Tingting Xu, Stephen F. Austin State University