McLendon, Melissa2016-03-092016-03-092011-05http://hdl.handle.net/11603/2481To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.This study examined the effect of instruction in vocabulary development on student comprehension. In this study, third grade students received the vocabulary intervention of semantic mapping to improve their reading comprehension. The researcher hypothesized that the overall reading comprehension skills of third grade students who received instruction in semantic mapping would improve as a result of receiving this instruction. Results from the study supported the hypothesis that the students’ vocabulary development would increase from pre test to the post test. The results indicated a slightly greater increase in vocabulary acquisition among male student participants when compared to results for female students. The scores revealed that the majority of the third graders within the study began the school year achieving below grade level in vocabulary. However, after receiving the intervention of semantic mapping, the majority of the students’ scores significantly increased significantly.19 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)Reading comprehension -- Study and teaching (Elementary)Third grade (Education) -- ResearchText