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dc.contributor.authorKarr, Morgan
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-07-08T14:39:41Z
dc.date.available2019-07-08T14:39:41Z
dc.date.issued2019-07
dc.description.abstractThe 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.en_US
dc.format.extent29 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2niem-0whq
dc.identifier.urihttp://hdl.handle.net/11603/14350
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectInteractive Word Wallsen_US
dc.subjectKindergartenen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Interactive Word Walls on the Comprehension and Vocabulary Knowledge of Kindergarten Students in Readingen_US
dc.typeTexten_US


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