TitleThe effects of repeated reading of a single text and the reading of multiple related texts on vocabulary learning in the content areas
NameLevy, Lorell (author), Boling, Erica (chair), Morrow, Lesley M. (internal member), Penfield, Douglas (internal member), Kuhn, Melanie (outside member), Rutgers University, Graduate School of Education,
English language—New words,
DescriptionThe present study investigated the effectiveness of two different types of text reading following direct vocabulary instruction. Thirty-six third grade students were placed in one of three conditions: repeated reading of a single text, reading of multiple related texts, and control. All students were exposed to the same direct vocabulary instruction before text reading. Pre-testing, post-testing, and delayed post-testing took place using a standardized reading and vocabulary assessment (Gates MacGinitie Reading Test) and two researcher-developed assessments. The design for the analysis was a three factor mixed design with two fixed variables and one repeated variable. Qualitative data were also collected as a means of contextualizing the quantitative results. Findings indicated vocabulary and comprehension growth in all three groups as a result of the direct instruction. This growth was maintained over a three month period after the end of instruction in three out of four measures. Group differences attributable to follow-up text reading were not found in this study.
NoteIncludes bibliographical references
Noteby Lorell Levy
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.