Date of Award

January 2011

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

James S. Rinehart

Department Affiliation

Educational Leadership and Policy Studies

Abstract

To focus on the need to improve literacy in rural Appalachia, this study investigates the use of Text Talk during read-aloud to increase the receptive vocabulary of participants. The investigator read six picturebooks to two groups of kindergarteners. Group A had 21 participants and Group B had 20 participants. Each group received instruction on two different sets of target vocabulary words, three in each book. The researcher administered a pre-test and post-test to each student patterned after the Peabody Picture Vocabulary Test. T-tests revealed that students made significant progress learning words when the reader used Text Talk during the lessons. When the students did not receive direct instruction on target words, they were unable to identify their meanings in the post-test. The researcher concludes that using Text Talk as a teaching strategy employed during read-aloud with kindergarteners, is an effective way to increase the receptive vocabulary of children. Since vocabulary relates to reading comprehension, this study suggests that Text Talk is a technique to make improvements in vocabulary retention.

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