Date of Award
January 2011
Degree Type
Open Access Dissertation
Document Type
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.
Copyright
Copyright 2011 Marla Renee Muncy
Recommended Citation
Muncy, Marla Renee, "The Effects of Word Instruction During Classroom Read-Alouds on the Acquisition of Vocabulary" (2011). Online Theses and Dissertations. 196.
https://encompass.eku.edu/etd/196
