Explicit vocabulary instruction for elementary students’ vocabulary knowledge and reading comprehension

• In Event: SICET- Explicit vocabulary instruction for elementary students’ vocabulary knowledge and reading comprehension

Short Description

This mixed-method action research study evaluated the effect of explicit vocabulary instruction on improving fifth graders’ vocabulary knowledge and reading comprehension. A convergent mixed-methods approach was applied to answer the research questions. Quantitative findings revealed explicit vocabulary instruction significantly impacted students’ vocabulary knowledge. Qualitative data gathered from semi-structured interviews about students’ perceptions of the intervention were analyzed to support the quantitative findings. Practical implications on literacy education for elementary students will be discussed.

Authors

• Presenter: Tonia Bauer, University of South Carolina

• Presenter: Hengtao Tang, University of South Carolina