Date of Award
Open Access Dissertation
The purpose of this action research study was to evaluate the effectiveness of instructional practices used to teach vocabulary to English Language Learners in a kindergarten classroom. The central question of the study was: what instructional practices in a classroom support vocabulary acquisition of ELLs? The purpose was to determine the impact of an intervention on vocabulary acquisition with a focus on directional prepositions and rhyming word vocabulary. Students were given whole group direct instruction, small group targeted instruction, and integrated peer play opportunities over the course of the study as vocabulary interventions. Data for this study included pre- and post-instruction assessments of student participants, coded recordings of student and researcher interactions, and researcher observations and notes. The finding of the research concluded that the designed vocabulary interventions were successful for ELL students. The hope is that from this research that teachers will be able to implement similar instructional practices to support ELLs in the acquisition of vocabulary.
Ayers, L. C.(2020). Designing Vocabulary Instruction for English Language Learners in a Kindergarten Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6105