Date Approved
8-10-2022
Graduate Degree Type
Thesis
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
English
First Advisor
Nancy DeFrance, Ph.D.
Second Advisor
Elizabeth Stolle, Ph.D.
Third Advisor
Mary Bair, Ph.D.
Academic Year
2021/2022
Abstract
Children bring a wide range of vocabulary knowledge and prior experiences with them when they enter school. Research suggests that in order to bridge childrens’ word knowledge and the word knowledge needed for academic success, teachers must take on a multimodal instructional approach to foster vocabulary development and reading comprehension in students. This project explores how word knowledge develops in children as well as various research based features of vocabulary instruction to support word learning in the classroom. The project is designed to offer teachers professional development that works to grow teacher expertise for what effective vocabulary instruction is, the time and space to plan for instruction, as well as an opportunity for job embedded feedback and support in a collaborative community of professionals.
ScholarWorks Citation
Van Singel, Mary K., "Multimodal Vocabulary Instruction: An Approach for Supporting Reading Comprehension" (2022). Masters Theses. 1065.
https://scholarworks.gvsu.edu/theses/1065
