The effects of three methods of direct vocabulary instruction and one method of computer-assisted instruction on college freshmen's vocabulary knowledge in a developmental reading course
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| Publicado en: | ProQuest Dissertations and Theses (1994) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract |
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| Resumen: | The purpose of this study was to assess the dynamics of three different methods of vocabulary instruction at the college level when each is supplemented by a mixed method of computer-assisted instruction. The sample was drawn from a population of freshmen level college students enrolled in a developmental reading course at a four-year university located in Central Arkansas. Enrollment in developmental reading is mandated by the state for students who scored below 19 on the reading section of the American College Test (ACT). One certified reading teacher with three years of college teaching experience and 60 students participated in the study. A three group, quasi-experimental design was used to conduct research. Group 1 consisted of 18 students who received definitional instruction only. Group 2 consisted of 18 students who received contextual instruction only. Group 3 consisted of 24 students who received mixed instruction which included definitional and contextual instruction. All three groups received supplemental computer-assisted instruction employing a mixed method design one hour per week outside the classroom. The Stanford Diagnostic Reading Test, Form G, Blue Level, Vocabulary subtest, was administered as a pretest to assess baseline vocabulary knowledge of all students. Form H, Blue Level, was administered as a post-test to measure differences in vocabulary knowledge of each group over time and treatment. The following research questions were posed: (1) Will three be a statistically significant difference of vocabulary post-test scores, as measured by the Stanford Diagnostic Reading Test when the method of computer-assisted instruction is consistent with the method of teacher directed instruction? (2) Will there be a statistically significant difference of weekly vocabulary scores, as measured by teacher-constructed tests, when the method of computer-assisted instruction is consistent with the method of teacher-directed instruction? (3) Will there be a statistically significant difference in delayed recall of vocabulary, as measured by a teacher-constructed test, when the method of computer-assisted instruction is consistent with the method of teacher-directed instruction? To test the research questions, a one-way analysis of variance was used to compare scores on the Stanford Diagnostic Reading Test and the delayed post-test. A 3 x 6 repeated measures analysis of variance was used to compare scores on the six weekly tests. Based on the analysis of data it was determined that the students receiving context only instruction scored significantly higher on the Stanford Diagnostic Reading Test than the mixed group. There were no differences between the definition only and context only groups. All three groups showed significant improvement from test 1 to test 6 on the six weekly tests with the context only group showing the most improvement. There were no differences among the three groups on the delayed post-test. |
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| ISBN: | 9798208964583 |
| Fuente: | ProQuest Dissertations & Theses Global |