Does the explicit teaching of vocabulary over a short period of time improve outcomes to reading and writing?
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Barnes, Joanne (2022) Does the explicit teaching of vocabulary over a short period of time improve outcomes to reading and writing? Undergraduate thesis, University of Chichester.
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Abstract
This independent research project aimed to investigate improved outcomes in reading and writing following explicit teaching of vocabulary. A year two class and their teacher were investigated through pre- and post-test data, field notes and a semi-structured interview. The research found no noticeable improvement in outcomes of reading but showed a prominent inclusion of introduced vocabulary within writing tasks. In addition, research found a positive impact from explicit vocabulary teaching in subjects beyond English. The research concludes by highlighting the value of vocabulary in English and recommendations for its explicit teaching.
| Item Type: | Thesis (Undergraduate) |
|---|---|
| Additional Information: | BA (Hons) Primary Teaching |
| Uncontrolled Keywords: | vocabulary, literacy, reading |
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Academic Areas > Institute of Education, Social and Life Sciences > Education and Teaching Student Research > Undergraduate |
| Depositing User: | Ruth Clark |
| Date Deposited: | 13 Jul 2022 10:38 |
| Last Modified: | 13 Jul 2022 10:38 |
| URI: | https://eprints.chi.ac.uk/id/eprint/6378 |
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