A Study of High School Content Area Teacher Judgments of Soundness and Frequency of Use for Ten Vocabulary Development Practices
Darnell, Robert Sheldon
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Permalink
https://hdl.handle.net/2142/68820
Description
Title
A Study of High School Content Area Teacher Judgments of Soundness and Frequency of Use for Ten Vocabulary Development Practices
Author(s)
Darnell, Robert Sheldon
Issue Date
1982
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Reading
Abstract
Primary purposes of this study were (1) to identify vocabulary practices which content area teachers report are most sound for instructional use; (2) to identify vocabulary practices high school content area teachers report they use most frequently for vocabulary development; (3) to determine how length of teaching experience, content area, ability level taught, and participation in coursework emphasizing reading methods relate to teacher judgments in respect to (a) soundness and (b) frequency of use of ten vocabulary practices.
To secure teacher responses in respect to the purposes above, a survey questionnaire including ten commonly recommended vocabulary development practices was designed and sent to 365 English, math, science, and social studies teachers in a north-suburban Illinois high school district in May 1982.
Analysis of variance and analysis of covariance were used to compare response patterns and questionnaire data. (1) Teachers judged all vocabulary practices sound, but teachers reported the least confidence in the definition with original sentence practice and the dictionary or glossary vocabulary practice. (2) They also reported differences in the extent to which they used various vocabulary practices. The direct and vicarious experience practice and the use of context were reportedly used most often, whereas the wide reading, reinforcement and drill, and definition with original sentence vocabulary practices were reportedly used least often. (3) Although teacher judgments of soundness and the number of reading courses the teachers had completed were not related, teacher judgments of soundness were related to years of teaching experience content area taught, and ability level, for various vocabulary practices. Whereas reports of frequency of use were related to years of teaching experience in respect to only the multiple meanings practice, reports of frequency of use were related to the number of reading courses completed by teachers, content area taught, and ability level, for almost all of the vocabulary practices.
As a result of the findings, the investigator recommended more pre-service and in-service education in teaching reading. He also recommended making professional literature and student instructional materials available in the schools. Based on the findings from the present investigation, he also recommended further research to ascertain actual practice in the classroom.
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