Evidence-based Vocabulary Strategies and Student Growth Mallori Kelley Dr. Deborah Masterson; Professor. Results :
Dr. Deborah Masterson; Professor
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 post-test was 73.83%. Week three= the pre-test 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.
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.
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 participant’s results increased or decreased after instruction was implemented.
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.
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.
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Breakdown of Week 4 pre- and post-test scores: Non-Treatment Week
Breakdown of Week 1 pre- and post-test scores: Treatment Week