A Study of the Effects of Kindergarten Experience on Vocabulary PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of the Effects of Kindergarten Experience on Vocabulary PDF full book. Access full book title A Study of the Effects of Kindergarten Experience on Vocabulary by Candide Pineault. Download full books in PDF and EPUB format.
Author: Candide Pineault
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 202
Get Book Here
Book Description
Author: Candide Pineault
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 202
Get Book Here
Book Description
Author: Jane Elizabeth Johnston
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
Get Book Here
Book Description
Author: Oscar A. Barbarin
Publisher: Guilford Press
ISBN: 1606233718
Category : Education
Languages : en
Pages : 641
Get Book Here
Book Description
How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children’s learning needs, and improving the teaching of language arts, math, and science.
Author: Michelle R. Reittinger
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 37
Get Book Here
Book Description
The purpose of this action research project was to determine the effect of using Text Talk on vocabulary of kindergarten students. This study took place in a kindergarten general education classroom at Prairie View Elementary School in the College Community School District (CCSD). The study was conducted over a nine-week period during the fall semester of the 2011-2012 school year. Seventeen subjects received the treatment, with ten being female and seven being males. During this nine-week study, both qualitative and quantitative assessment techniques were used to measure subject growth. Quantitative data was collected by means of a pre and post test of a predetermined set of thirty-two vocabulary words. This showed the increase in vocabulary over the duration of the research period. Qualitative data was collected through anecdotal journals which included student absences, attitudes, and school events which could have influenced student performance. These anecdotal journals served as sources of information by documenting any significant changes in student life which may not have been reflected in the quantitative assessments. Every week for eight weeks, a read-a-loud was chosen and four vocabulary words were mentioned before the reading of the book. The parents were sent a weekly list of the four vocabulary words that were studied that week. Parents were encouraged to practice the words with their children on a daily basis.
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
Get Book Here
Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Betty Hart
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 268
Get Book Here
Book Description
Author: Maritherese Cuticelli
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Get Book Here
Book Description
Many children start school with significantly lower vocabulary knowledge than their peers. Therefore, providing young students, especially at-risk students, with effective Tier 1 classroom vocabulary instruction is imperative. Current research indicates that teachers can have a significant influence on student literacy and reading achievement, however there is little existing research investigating classroom or teacher effects on students’ early vocabulary learning. The purpose of this study was to examine between-classroom variability in student vocabulary achievement in kindergarten classrooms implementing a common Tier 1 vocabulary curriculum. Specifically, the study examined whether at-risk and not-at-risk students in different classes experienced different vocabulary learning of words taught during instruction, and whether there was differential vocabulary learning between those groups of students. Finally, this study investigated if teachers’ fidelity of implementation of the Tier 1 vocabulary program was associated with the vocabulary learning of at-risk and not-at-risk students and/or the differential learning between those two groups. Hierarchical linear modeling was used to answer the research questions. Findings revealed that that students in different classes experienced differences in their vocabulary achievement. The results also suggest that both at-risk and not-at-risk students experience different vocabulary learning in different classes. In addition, a trend indicated that at-risk and not-at-risk students in different classes experienced varying levels of vocabulary learning, which suggests that teachers have different effects on the vocabulary learning of at-risk and not-risk-students. Finally, the findings of this study suggest that teachers’ fidelity of implementation had a statistically significant effect on the vocabulary learning of at-risk students; that at-risk students are more responsive to teachers with higher level of fidelity. Teachers’ fidelity was also associated with the variability in the differential vocabulary learning between at-risk and not-at-risk students. The results of this study extend the literature on classroom Tier 1 vocabulary instruction as well as the research on teacher effects on early vocabulary learning. Findings reinforce the importance of providing teachers with professional development on early vocabulary learning and instruction, particularly training focused explicitly on the appropriate use of vocabulary programs to ensure high levels of implementation fidelity. Limitations of the current study and directions for future research are also discussed.
Author: Lannette Burns Woodruff
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 260
Get Book Here
Book Description
Author: Julie A. Steuber
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 309
Get Book Here
Book Description
The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct instruction of target words, and a student-friendly explanation of each target word. The Integrated plus Questioning Model included two readings of the same storybook, direct instruction of target words, a student-friendly explanation of each target word, and an active learning experience through a post-read aloud questioning session of target words. The Integrated plus Discussion Model consisted of two readings of the same storybook, direct instruction of target words, a student-friendly explanation of each target word, and an active learning experience through a post-read aloud discussion session of the target words. The design of this quantitative research study employed an alternating-treatment, within-subject, and repeated-measures design. Subjects in this study consisted of 72 kindergarten children from one suburban elementary school in the Midwest. Over the course of six weeks, subjects were exposed to each model of vocabulary instruction for the duration of two weeks during whole group instruction. Results indicated that the Integrated plus Discussion Model had the largest effect on subject's Receptive and Expressive word learning and maintenance of Tier Two target words, followed by the Integrated plus Questioning Model and Integrated Model respectively. Results of this study demonstrated that subjects maintained their Receptive and Expressive Tier Two target word knowledge over a period of six weeks, regardless of the type of vocabulary instruction.
Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1317433920
Category : Education
Languages : en
Pages : 231
Get Book Here
Book Description
Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
