Vocabulary Instruction in K-3 Low-Income Classrooms During a Reading Reform Project

The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Res...

Full description

Saved in:
Bibliographic Details
Published in:Reading psychology 2015-02, Vol.36 (2), p.145-172
Main Authors: Nelson, Kristin L., Dole, Janice A., Hosp, John L., Hosp, Michelle K.
Format: Article
Language:English
Subjects:
Classroom Communication
Coding
Elementary School Teachers
Grade 1
Grade 2
Grade 3
Kindergarten
Language Arts
Longitudinal Studies
Low Income Groups
Observation
Primary Education
Reading Instruction
Speech Communication
Teaching Methods
Time Factors (Learning)
Vocabulary Development
Written Language
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent on teacher-student interactions using both oral and written forms of communication.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702711.2013.839485