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Read-alouds as an effective instruct...

Kropinack, Valerie L.

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Read-alouds as an effective instructional strategy in the vocabulary development of adolescents.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Read-alouds as an effective instructional strategy in the vocabulary development of adolescents./
Author:	Kropinack, Valerie L.
Description:	78 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1219.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3397209
ISBN:	9781109687507

Read-alouds as an effective instructional strategy in the vocabulary development of adolescents.
Kropinack, Valerie L.

Read-alouds as an effective instructional strategy in the vocabulary development of adolescents. - 78 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1219.

Thesis (Ed.D.)--Walden University, 2010.

An increasing number of adolescent students are lacking the vocabulary skills to be successful on standardized assessments likely due in part to inadequate instructional techniques being utilized in an elementary classroom. Read-alouds have been demonstrated to target specific vocabulary in context. The purpose of this quasi-experimental quantitative control-group design study was to determine if read-alouds were a more effective instructional method than direct vocabulary instruction for adolescents. Literacy development provided the theoretical framework for an examination of the read-aloud strategy and its relationship with vocabulary learning. Forty-six participants from 2 fifth grade classrooms were administered (pre-intervention and post intervention 6 weeks later) the Developmental Reading Assessment and a researcher-developed vocabulary test. An single sample t test and Cohen's d test measured the relationship between the 2 variables. There was a significant relationship between the read-aloud strategy and the vocabulary development of adolescents. It is recommended that educators utilize the read-aloud strategy in literacy classrooms with a variety of literature. The read-aloud strategy could help improve vocabulary skills of adolescent students and could lead to improved standardized assessment scores. The implications for positive social change are that the study results emphasize the need for high-quality literacy instruction that includes the read-aloud strategy and how it impacts student learning.

ISBN: 9781109687507Subjects--Topical Terms:

1018115
Education, Language and Literature.

Read-alouds as an effective instructional strategy in the vocabulary development of adolescents.
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020 $a 9781109687507
035 $a (UMI)AAI3397209
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040 $a UMI $c UMI
100 1 $a Kropinack, Valerie L. $3 1673355
245 1 0 $a Read-alouds as an effective instructional strategy in the vocabulary development of adolescents.
300 $a 78 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1219.
500 $a Adviser: Martha Moore.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a An increasing number of adolescent students are lacking the vocabulary skills to be successful on standardized assessments likely due in part to inadequate instructional techniques being utilized in an elementary classroom. Read-alouds have been demonstrated to target specific vocabulary in context. The purpose of this quasi-experimental quantitative control-group design study was to determine if read-alouds were a more effective instructional method than direct vocabulary instruction for adolescents. Literacy development provided the theoretical framework for an examination of the read-aloud strategy and its relationship with vocabulary learning. Forty-six participants from 2 fifth grade classrooms were administered (pre-intervention and post intervention 6 weeks later) the Developmental Reading Assessment and a researcher-developed vocabulary test. An single sample t test and Cohen's d test measured the relationship between the 2 variables. There was a significant relationship between the read-aloud strategy and the vocabulary development of adolescents. It is recommended that educators utilize the read-aloud strategy in literacy classrooms with a variety of literature. The read-aloud strategy could help improve vocabulary skills of adolescent students and could lead to improved standardized assessment scores. The implications for positive social change are that the study results emphasize the need for high-quality literacy instruction that includes the read-aloud strategy and how it impacts student learning.
590 $a School code: 0543.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0279
690 $a 0447
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Moore, Martha, $e advisor
790 1 0 $a Howe, Mary $e committee member
790 1 0 $a Lynch, Shannon $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3397209