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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