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dc.contributor.authorRuston, Hilary Pringle
dc.date.accessioned2014-03-03T21:20:35Z
dc.date.available2014-03-03T21:20:35Z
dc.date.issued2004-05
dc.identifier.otherruston_hilary_p_200404_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/ruston_hilary_p_200404_ma
dc.identifier.urihttp://hdl.handle.net/10724/21666
dc.description.abstractThe effects of two different methods of vocabulary instruction, (a) explicit and implicit vocabulary and (b) implicit only vocabulary, on the vocabulary learning strategies of 4 and 5 year olds were examined. For explicit vocabulary strategies, teachers provided definitions and N3C presentations of target words prior to storybook reading and followed the reading with extension activities involving target words. For implicit only strategies, teachers read storybooks interactively and engaged children in conversation. In two studies, analyses showed that children’s ability to use vocabulary learning strategies was unaffected by the strategies that were promoted in the children’s classrooms. Across classrooms, however, children with higher vocabulary levels appeared to benefit from labeling, context and N3C, whereas children with lower vocabulary levels did not benefit from labeling alone, but were better served through the N3C presentation or the storybook context.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectVocabulary Development
dc.subjectStorybook Reading
dc.subjectN3C
dc.subjectElementary Education
dc.subjectPreschool Children
dc.titleBuilding vocabulary in early learners
dc.title.alternativea look at instructional strategy impact and differences between labeling, N3C and storybook context
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorPaula Schwanenflugel
dc.description.committeePaula Schwanenflugel
dc.description.committeeClaire Hamilton
dc.description.committeeShawn Glynn


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