The Effects Vocabulary Instruction has on Third Graders’ Reading Comprehension Skills

Abstract

The purpose of this research was to examine whether direct vocabulary instruction affects the reading comprehension of third grade students. Study participants were 23 third grade reading students. The study took place over a five week period, during which all students completed one reading assessment under both the treatment and control conditions each week. To accomplish this, the first test of each week was given under the control condition, and the second was given under the treatment condition. In the treatment condition, direct instruction regarding new vocabulary was provided. The teacher used a five step plan to teach students new vocabulary words prior to completing a five item comprehension assessment. In the control condition, the students were given parallel passages to read and assessments which they completed independently without any teacher instruction .The scores earned in the treatment condition were significantly higher than those earned in the control condition. The study provides evidence that vocabulary instruction can have a positive effect on reading comprehension.