Browsing by Subject "Interactive Word Walls"
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Item The Effects of Interactive Word Walls on Science Assessments of Middle School Students in Special Education(2017-05) Porco, Carrie; Masters of EducationThe purpose of this study was to determine if sixth grade special education students in a co-taught setting using instruction with an interactive word wall, would show significant improvement on a unit posttest when compared to their pretest scores. The results of this study will indicate that there is no significant difference in the achievement level of sixth grade special education students on a science posttest after receiving interactive word wall instruction. To evaluate achievement in this study, the tools used were a pretest and posttest developed by the Anne Arundel County Public School’s Science Department. This study looked at the results of the two instruments used to measure academic growth during this unit. Posttest scores for students after interactive word wall instruction were significantly higher than pretest scores. It would be beneficial to conduct additional studies in this area because there are very few that measure the effects of interactive word walls on student achievement in science.Item The Effects of Interactive Word Walls on the Comprehension and Vocabulary Knowledge of Kindergarten Students in Reading(2019-07) Karr, Morgan; Masters of EducationThe purpose of this study was to determine the impact of interactive word walls on reading comprehension and vocabulary knowledge of kindergarten students. The participants in this study consisted of nineteen kindergarten students enrolled at an elementary school in Harford County, Maryland. The participants were provided with interactive word wall instruction and practice aligned with the Common Core State Standards in reading as well as the local school system’s English Language Arts curriculum. The Fountas and Pinnell Benchmark Assessment was utilized to compare the scores of students before and after receiving word wall instruction. The analysis of data revealed the interventions had a positive impact on students’ comprehension and vocabulary knowledge.