The Relationship Between Vocabulary and Reading Comprehension in Third Grade Students Who Are English Language Learners and Reading Below Grade Level
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2017-05-05
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection 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.
Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The purpose of this study was to determine if direct vocabulary instruction would lead to increased reading comprehension in third grade students who were English Language Learners reading below grade level. The measurement tool used in this study was the Fountas and Pinnell Benchmark Assessment System, Third Edition. This study used a pretest and posttest to measure growth in reading comprehension. The growth rate of comprehension was higher in students after they received direct vocabulary instruction. This study utilized a variety of strategies and techniques discovered through a review of literature on vocabulary acquisition. The more words that students know and understand through vocabulary instruction, the more likely they are to comprehend what they have read. There are growing numbers of English Language Learners in classrooms across the country and therefore research focusing on the impact of vocabulary instruction on the reading comprehension of these students should continue. Data gained from this research can be used by educators to support the reading comprehension of English Language Learners in their schools.