The picture word inductive model and vocabulary acquisition

• Main Author: Swartzendruber, Kara Louise
• Other Authors: McDowell, Kim
• Format: Others
• Language: en_US
• Published: 2007
• Subjects: Electronic dissertations
• Online Access: http://hdl.handle.net/10057/1178

The main purpose of this quasi-experimental study was to determine if students’ vocabulary acquisition is enhanced with the picture word inductive model (PWIM), a research based method of vocabulary instruction (Calhoun, 1999). Additionally, this research sought to identify if performances on vocabulary measures are related to performances on comprehension measures. Further, the study examined if the use of the PWIM impacts vocabulary and/or comprehension scores. Finally, this research focused on the possibility of the influence of language status on vocabulary and comprehension skills. The experimental group of 14 second graders participated in the 4-week intervention, while the control group, consisting of 21 students from the other second grade classes, received typical classroom instruction without the intervention. Nine of the experimental group participants and 16 of the control group participants speak English as a second language. To assess students’ vocabulary knowledge, a researcher-generated assessment was administered prior to intervention (pretest) and immediately following intervention (post test). This assessment targeted some of the vocabulary expected to be suggested by students in the course of the project. Also, the Scholastic Reading Inventory was used to test comprehension. The PWIM intervention was analyzed through parametric statistics by examining the vocabulary gains that participants made from the pre-assessment to the post-assessment. Results indicated that statistically significant differences were not achieved between the control and experimental group participants on the final assessment. Within the experimental group, statistically significant differences in vocabulary scores and comprehension scores were noted. Results also indicated that students’ vocabulary gain scores and comprehension gain scores did not differ significantly based on language proficiency. === Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction