JEWLScholar@MTSU Repository

Vocabulary Instruction: The Impact of Direct and Indirect Instruction

Show simple item record

dc.contributor.advisor Holt, Aimee Jurek, Lindsay 2016-05-13T18:29:02Z 2016-05-13T18:29:02Z 2016-03-25
dc.description.abstract The development of vocabulary knowledge is essential in order to effectively communicate both in writing and orally (Howell, 2008). Research indicates that that vocabulary instruction is more effective when multiple strategies are employed (e.g., NICHD, 2000, Shanahan, 2006). The current study utilized a single-subject design with curriculum-based assessments for progress monitoring. The intervention combined indirect instruction through a repeated reading with phrase drill procedure (Joseph, 2008) with direct instruction of morphology. Support was found for both hypotheses. The participant had gains in reading fluency, comprehension, and morphological awareness.
dc.publisher Middle Tennessee State University
dc.subject Fluency
dc.subject Vocabulary
dc.title Vocabulary Instruction: The Impact of Direct and Indirect Instruction
dc.type Thesis
dc.contributor.committeemember Marshall, Seth
dc.contributor.committeemember Rust, James
dc.thesis.degreelevel Masters
dc.thesis.degreegrantor Middle Tennessee State University
dc.subject.umi Reading instruction M.A.
dc.contributor.department Psychology en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search JEWLScholar@MTSU


My Account