Date Approved

7-27-2024

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year

2023/2024

Abstract

This project proposal explains the lack of research and emphasis put on vocabulary instruction in kindergarten through third grade. There is a vocabulary gap between students who come from low SES and high SES that puts students at a disadvantage when it comes to reading, since 60% of comprehension is tied to vocabulary (Stahl and Nagy, 2005). However, the gap is often not addressed until later grades when it starts to be more necessary to comprehend what they read in order to learn. Teaching vocabulary in the younger grades will help prevent the gap from growing too large for those struggling readers. This project explains the key components of explicit vocabulary instruction in the younger grades and gives ideas on how to make it more enjoyable for them. The components of effective vocabulary instruction include visuals, child-friendly definitions, read-alouds, and vocabulary activities. The project will also describe why creating a word conscious classroom is important for the students and explain different activities to help students become word conscious. This project will explain how to implement a Professional Development dedicated to teaching effective vocabulary so that teachers feel supported and confident in their abilities to teach vocabulary effectively on their own.

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