Evidence-based Vocabulary Strategies and Student Growth Mallori Kelley Dr.

Deborah Masterson; Professor Abstract:

This study investigates explicit and enriching vocabulary instruction. It involved a quantitative method using a single-subject experimental design. The participants consisted of an eighth grade class. An A-B-A-B design was used to determine if the participants results increased or decreased after instruction was implemented. Hypothesis: It was hypothesized that when the group received the evidence-based vocabulary instruction, they would demonstrate significantly better results on post-tests than when treatment was not being given.

Methods Cont.
Design- This investigation utilized a quantitative approach and a single-subject design with an A-B-A-B treatment method. A single-subject experimental design was chosen because of the nature of the intended study. It was to involve only one class and the intent was to evaluate the effectiveness of a new instructional strategy. Measure/Procedures- The study used pre-test and post-test to gather data for vocabulary instruction. To ensure that the design was both reliable and valid, the researcher received peer review as well as expert review which helped determine whether or not the assessments were reliable. The students were unaware which supported the validity in that they would not act differently as a result of knowing they were participants. A vocabulary list (7-10) was generated weekly and the treatment was given every other week. Data was inputted into Excel.

Method: Sample- The sample for this study consisted of one 8th grade reading classroom in an urban middle school district in a southwestern Texas. The class consisted of 6 students.

Results: Week One of treatment=the pre-test average was 35.6%, while the post-test average was 79.83%. Week two=no treatment was given. The pre-test was 69%, while the posttest was 73.83%. Week three= the pretest was 21.83%, and the post-test average was 70%. Week four= the pre-test average was 43% while the post-test average was 42.83%. Results
supported the hypothesis that the participants would score significantly higher on post-test during the weeks of treatment.

Week One-Drama Directions: Write the definition of each word below.

Directions: Use each word, correctly, in a sentence.

1. Inherited2. Stage-Directions3. Engrossed4. Dialogue5. Cultivate-

1. Inherited2. Stage-Directions3. Engrossed4. Dialogue5. Cultivate6. Reign7. Playwright-

6. Reign7. Playwright-

Figure 1 Breakdown of Week 1 pre- and posttest scores: Treatment Week

6 5 Student Student 4 3 2 1 0 50 100 150 Post-test Pre-Test

Figure 4 Breakdown of Week 4 pre- and posttest scores: Non-Treatment Week

6 5

4
3 2 1 Post-test

5=ESL Sample

Pre-test

1=ESL Sample
0 20 40 Test Grades 60 80

Test Grades

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Development/Training

Implementation