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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