The purpose of this study was to investigate the effects of Text Talk, a direct vocabulary instruction method, on second grade student vocabulary development and reading comprehension. This study used a between-subjects, quasi-experimental design of the pretest-posttest control-group model with rural second graders of diverse backgrounds. Students in the control group studied vocabulary through traditional methods of instruction, and the treatment group studied vocabulary through a direct method of instruction for a period of 6 weeks. A repeated measure factorial ANOVA was used to measure the differences in pretest and posttest scores of the treatment and control groups, differences in scores of students on free or reduced lunch and those that were not, and also differences in scores of nonwhite students. The results showed students who received Text Talk and those students on free or reduced lunch had significant increases in gain scores whereas students who did not receive Text Talk did not have significant differences in scores. The results did not show a significant difference in scores of nonwhite students and those that were white. The present and the future require students to function in society at a proficient reading level. With an increase in diverse backgrounds across this nation and at Spirit Elementary (school name is a pseudonym), it is crucial to focus on meaningful vocabulary development to improve reading skills among all students. This research promotes social change by increasing students' vocabulary and reading skills; thus helping students to contribute and to be productive in the world regardless of their socio-economic status.CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENTATIONS Overview This between-subject, quasi-experimental study was designed to investigate the effects of Text Talk, a direct vocabulary instruction method, on second gradersa#39;anbsp;...
|Title||:||Addressing Word Poverty and Comprehension Through Text Talk Direct Instruction Method|
|Author||:||Leila Mishelle Whitford Hair|
|Publisher||:||ProQuest - 2008|