Brennan, SarahAdams, RenardWoodward, Benjamin2018-07-112018-07-112018-07-10http://hdl.handle.net/11603/10976The purpose of this research study was to determine if students retained more vocabulary using the chunking method versus being taught with the frontloading method. In this study, vocabulary retention was measured using academic achievement on a vocabulary test. Measurement tools were a posttest developed by the researcher. The design of this study is a pre-experimental and consisted of two different classes from a middle school in Baltimore County, Maryland. Results of the study showed stronger vocabulary retention with students that received the chunking intervention. It would be beneficial to continue research in vocabulary retention with second language learners to explore more beneficial ways to improve student vocabulary.30 pagesen-USThis work 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).Text