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dc.contributor.authorBurns, Meaghan
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-03-09T20:48:22Z
dc.date.available2016-03-09T20:48:22Z
dc.date.issued2011-05
dc.descriptionTo see paper in its entirety contact archives@goucher.edu or call (410)337-6075.en_US
dc.description.abstractThe purpose of this study was to determine whether the use of brain-based instructional strategies would positively impact third graders’ vocabulary acquisition. Brain-theorists propose that using physical movement during instruction engages the brain and allows for optimal learning to occur. Although this theory is widely supported in the field of brain-based education, there is little empirical evidence to support the use of movement to improve vocabulary retention. To examine the effectiveness of the brain-based strategy of movement, this study utilized a pre-test/post-test design. A sample of 9 third-grade students received traditional vocabulary instruction and was pre-tested. The same group of students then participated in a Brain Gym exercise prior to vocabulary instruction and was post-tested. The t-test results revealed a statistically significant difference between student performance on the pre-test and the post-test. This indicates that incorporating movement prior to vocabulary instruction is beneficial in improving student vocabulary acquisition. Therefore, the researcher concluded that brain-based instructional strategies have a positive impact on vocabulary learning.en_US
dc.format.extent32 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2NH94
dc.identifier.urihttp://hdl.handle.net/11603/2494
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshVocabulary -- Study and teaching (Elementary) -- Research
dc.subject.lcshReading (Elementary) -- Research
dc.subject.lcshThird grade (Education) -- Research
dc.titleThe Effects of Brain-Based Instructional Strategies on Third Grade Vocabulary Retentionen_US
dc.typeTexten_US


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