Journal of the Effective Schools Project, Volume 18, 2011 Page: 56
79 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
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however, Group 1 was exposed to
explicit content-specific vocabu-
lary instruction throughout the
school year.
Research Design
The current research used a quasi-
experimental research design.
Group 1 received explicit vocabu-
lary instruction throughout the
school year during math and sci-
ence instruction using the Vocabu-
lary Builder graphic organizer (see
Figure 1), which was adapted from
the Verbal and Visual Word Asso-
ciation graphic organizer (Eeds &
Cockrum, 1985). As content-
specific vocabulary arose during
units of instruction in the math and
science curriculum, students in
Group 1 completed Vocabulary
Builders on 3X5 index cards.
Throughout the school year, stu-
dents took the completed Vocabu-
lary Builders and grouped them
according to unit of study in each
discipline. Students in Group 1
were encouraged to go back and
review completed Vocabulary
Builders in both math and scienceat appropriate times, such as while
preparing for a test or when con-
necting new information during
instruction to previously taught
material. While students in Group
1 completed the Vocabulary Build-
er graphic organizers, the teacher
encouraged peer interactions. Stu-
dents were able to work on the
Vocabulary Builders independent-
ly, but they were also able to en-
gage in conversation and elicit
help from peers.
Independent t-tests were used to
explore systematic variation be-
tween all students, economically
disadvantaged students, and stu-
dents identified at-risk in Group 1
and Group 2 based on students'
performance from the 5th grade
math and science TAKS standard-
ized assessments administered dur-
ing the 2008-2009 school year. As
recommended by Cohen (1988),
all alpha levels to determine statis-
tically significant relationships
were set at .05.Students were able to
work on the Vocabulary
Builders independently,
but they were also able
to engage in conversation
and elicit help
from peers.Figure 1. Vocabulary Builder graphic organizer.
Vocabulary Builder56
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201694/m1/60/: accessed April 19, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.