Does the explicit teaching of vocabulary over a short period of time improve outcomes to reading and writing?

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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