Vocabulary Instruction: The Impact of Direct and Indirect Instruction

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dc.contributor.advisorHolt, Aimee
dc.contributor.authorJurek, Lindsay
dc.contributor.committeememberMarshall, Seth
dc.contributor.committeememberRust, James
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2016-05-13T18:29:02Z
dc.date.available2016-05-13T18:29:02Z
dc.date.issued2016-03-25
dc.description.abstractThe 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.description.degreeM.A.
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/4902
dc.publisherMiddle Tennessee State University
dc.subjectFluency
dc.subjectVocabulary
dc.subject.umiReading instruction
dc.thesis.degreegrantorMiddle Tennessee State University
dc.thesis.degreelevelMasters
dc.titleVocabulary Instruction: The Impact of Direct and Indirect Instruction
dc.typeThesis

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