The Effect of Instruction in Vocabulary Development on the The Reading Comprehension of Third Graders
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2011-05
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Masters of Education
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Abstract
This study examined the effect of instruction in vocabulary development on student
comprehension. In this study, third grade students received the vocabulary intervention of
semantic mapping to improve their reading comprehension. The researcher hypothesized that the
overall reading comprehension skills of third grade students who received instruction in semantic
mapping would improve as a result of receiving this instruction. Results from the study
supported the hypothesis that the students’ vocabulary development would increase from pre test
to the post test. The results indicated a slightly greater increase in vocabulary acquisition among
male student participants when compared to results for female students. The scores revealed that
the majority of the third graders within the study began the school year achieving below grade
level in vocabulary. However, after receiving the intervention of semantic mapping, the majority
of the students’ scores significantly increased significantly.