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Kennedy, Michael J.; McDonald, Sean D.; Griendling, Lindsay M.; VanUitert, Victoria J.; Kunemund, Rachel L. – Journal of Special Education Technology, 2023
Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students' vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The…
Descriptors: Multimedia Instruction, Students with Disabilities, Vocabulary Development, Grade 5
Corinthia A. Myrick – ProQuest LLC, 2021
Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching…
Descriptors: Grade 5, Correlation, Science Education, Vocabulary Development
Özcan, Halil Ziya; Sagcan, Yasar Ceren; Kacar, Kadir – Journal of Inquiry Based Activities, 2022
It is important for individuals to have a rich vocabulary to be able to communicate effectively with their environment and develop their expressive power both in their mother tongue and in a foreign language. In this research, we propose a method to contribute to the teaching of vocabulary and to support the long-term learning of words. In this…
Descriptors: Vocabulary Development, Turkish, Teaching Methods, Language Skills
Alain Bengochea; Sabrina F. Sembiante – Review of Education, 2024
This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed…
Descriptors: Bilingualism, Vocabulary Development, Intervention, Comparative Analysis
Sherry Light – ProQuest LLC, 2023
This dissertation investigates the potential of sustained use of academic vocabulary in reciprocal dialogue to improve educational equity for fifth-grade students with specific reading disabilities. Students with reading disabilities often struggle with acquiring academic vocabulary, which can hinder their overall academic performance and limit…
Descriptors: Grade 5, Students with Disabilities, Reading Difficulties, Reciprocal Teaching
Jennifer O. Wooten; Joshua A. Cuevas – International Journal on Social and Education Sciences, 2024
The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest/posttest design research was conducted in a rural elementary school (N = 49). Twenty-three students participated in an intervention of dual-coding based…
Descriptors: Social Studies, Vocabulary, Comprehension, Rural Schools
Capin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2021
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Grantee Submission, 2023
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Faculty Development, Program Effectiveness, Fidelity, Grade 4
Spielvogel, Joanna H.; Ehren, Barbara J. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique -- General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth…
Descriptors: Vocabulary Development, Grade 4, Elementary School Students, Vignettes
Mark Feng Teng – Computer Assisted Language Learning, 2025
Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners' incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types…
Descriptors: Captions, Incidental Learning, Vocabulary Development, English (Second Language)
Neta Shaby; Orit Ben-Zvi Assaraf – Journal of Museum Education, 2024
Narratives, or stories, are used every day by people as a way of making sense of and communicating events in the world. Narratives can be highly useful as a learning tool in science education. Though research on narrative-based pedagogy in science education and communication is very common, most of that research was done in formal settings. Our…
Descriptors: Elementary School Students, Grade 4, Science Education, Museums
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Journal of Research on Educational Effectiveness, 2024
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Grade 4, Reading Instruction, Faculty Development, Reading Strategies
Sanchez, Victoria M.; O'Connor, Rollanda E. – Remedial and Special Education, 2022
Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O'Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O'Connor et al.'s study; CHAAOS lessons were taught to 33 sixth graders who received special…
Descriptors: Academic Language, Vocabulary Development, Intervention, Middle School Students
Yu-Fen Yang; Wen-Min Hsieh; Wing-Kwong Wong; Yi-Chun Hong; Siao-Cing Lai – Computer Assisted Language Learning, 2024
Foreign Language Anxiety (FLA) is considered a central affective factor influencing English as a Foreign Language (EFL) learning. This study thus developed an online simulation game to create a virtually situated learning environment for reducing EFL primary school students' FLA levels and improving their English vocabulary learning. A total of…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Capin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Grantee Submission, 2020
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction