Vocabulary Instruction: The Impact of Direct and Indirect Instruction

dc.contributor.advisor Holt, Aimee
dc.contributor.author Jurek, Lindsay
dc.contributor.committeemember Marshall, Seth
dc.contributor.committeemember Rust, James
dc.contributor.department Psychology en_US
dc.date.accessioned 2016-05-13T18:29:02Z
dc.date.available 2016-05-13T18:29:02Z
dc.date.issued 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.description.degree M.A.
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4902
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 Instruction: The Impact of Direct and Indirect Instruction
dc.type Thesis
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