Vocabulary intervention: A combined approach

dc.contributor.advisor	Holt, Aimee
dc.contributor.author	Davenport, Julie
dc.contributor.committeemember	Marshall, Seth
dc.contributor.committeemember	Rust, James
dc.contributor.department	Psychology	en_US
dc.date.accessioned	2016-05-13T18:29:03Z
dc.date.available	2016-05-13T18:29:03Z
dc.date.issued	2016-03-30
dc.description.abstract	This study used a single-subject design to measure the effectiveness of a vocabulary intervention that combined indirect instruction of vocabulary through repeated reading with phrase drills and the direct instruction of morphology. It was hypothesized that positive effects would be seen in reading fluency, reading comprehension, and morphological awareness. Positive effects were seen on a measure of morphological awareness oral reading fluency, and reading comprehension.
dc.description.degree	M.A.
dc.identifier.uri	http://jewlscholar.mtsu.edu/handle/mtsu/4906
dc.publisher	Middle Tennessee State University
dc.subject	Fluency
dc.subject	Vocabulary
dc.subject.umi	Reading instruction
dc.thesis.degreegrantor	Middle Tennessee State University
dc.thesis.degreelevel	Masters
dc.title	Vocabulary intervention: A combined approach
dc.type	Thesis

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