A research-based strategy for inductively accelerating vocabulary acquisition of at-risk students in Grade 4

Michael R Vitale, Nancy R. Romance
2012 International Journal of Research Studies in Language Learning  
This study explored the acceleration of vocabulary growth through a multi-part instructional strategy for engendering the inductive, semantic word-family oriented acquisition of vocabulary from context, a difficult task for elementary students. Implemented on a school-wide basis in grade 4 over an 8-week period, the intervention was a four-part enhancement to each of six regular basal reading stories that focused on 17 semantic word families associated with selected words in the stories.
more » ... the stories. Results showed a.) that experimental students inductively generated greater numbers of words with similar meanings that could be substituted for novel words in 3-sentence story-context passages and to word-family pairs; and; b.) that Title 1 experimental students displayed greater achievement than comparable Title I controls on the ITBS Vocabulary Subtest. The present study approached the question of vocabulary acquisition from a knowledge-based instruction approach (see Bransford et al., 2000; Luger, 2008) . A major tenet of this perspective is that prior knowledge is a major factor in meaningful comprehension, learning, and expert performance. Within this framework, building A research-based strategy for inductively accelerating vocabulary acquisition of at-risk students International Journal of Research Studies in Language Learning 35
doi:10.5861/ijrsll.2012.v1i2.73 fatcat:oyxu2x2hnjds7a27s6il3xb63a