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Playing Vocabulary Games and Learnin...

Ragatz, Carolyn Mae.

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Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students./
Author:	Ragatz, Carolyn Mae.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689691
ISBN:	9781321692792

Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students.
Ragatz, Carolyn Mae.

Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 111 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

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.

ISBN: 9781321692792Subjects--Topical Terms:

684418
Curriculum development.

Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students.
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245 1 0 $a Playing Vocabulary Games and Learning Academic Language With Gifted Elementary Students.
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300 $a 111 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: David L. Carlson.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a 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.
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