Burns, Meaghan2016-03-092016-03-092011-05http://hdl.handle.net/11603/2494To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.The 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.32 p.en-USCollection 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.Education -- Research papers (Graduate)Vocabulary -- Study and teaching (Elementary) -- ResearchReading (Elementary) -- ResearchThird grade (Education) -- ResearchText