1995/03/17 by Stellan Östlund, Stellan Ostlund, Stefan Rommer +1 · 14 citations
Computer Science · Mathematics · Medicine · Physics and Astronomy · Psychology · #Artificial intelligence #Class (philosophy) #Comprehension #Computer science #Density matrix renormalization group #Educational Methods and Media Use #Intervention (counseling) #Limit (mathematics) #Linguistics #Materials science #Mathematical analysis #Mathematics #Mathematics education #Matrix (chemical analysis) #Medicine #Pedagogy #Physics #Physics of Superconductivity and Magnetism #Population #Psychology #Quantum and electron transport phenomena #Quantum electrodynamics #Quantum mechanics #Reading (process) #Reading and Literacy Development #Reading comprehension #Renormalization #Renormalization group #Statistical physics #Teaching method #Test (biology) #Theoretical and Computational Physics #Thermodynamic limit #Think aloud protocol #Vocabulary #Vocabulary development #cond-mat
paper · pdf · doi:10.1103/physrevlett.75.3537
published as Phys.Rev.Lett.75:3537-3540,1995 · 13 pages uuencoded compressed postscript including figures
arxiv created 1995/03/17 · openalex publication_date 1999/05/01 · openalex created_date 2016/06/24 · arxiv updated 2016/08/31 · openalex updated_date 2026/04/28
A program was designed and implemented to improve vocabulary knowledge and attitudes toward reading by focusing on direct vocabulary instruction. The targeted population consisted of 23 fourth grade students in a middle-class suburb north of Chicago. The community is very multicultural, so many of the students speak English as a second language. The problems of poor reading comprehension and lack of vocabulary knowledge were documented through data collected from standardized tests, IGAP scores, and teacher assessment of student performance. Results of analysis of probable cause data indicated that students lack exposure and knowledge of vocabulary and also lack strategies to learn new words. In addition, students did not have sufficient time to free read during the day and to participate in read-aloud sessions with the teacher. Reviews of instructional strategies indicated an overemphasis on definitions as a method of teaching new vocabulary. A review of solution strategies suggested by literature and an analysis of the problem setting resulted in the selection of the following intervention strategies. Teacher directed vocabulary instruction activities will take place on a daily basis, and students will be responsible for individual vocabulary activities. There will also be an increase in time spent each day on silent reading and teacher read-aloud activities. Post intervention data indicated a steady growth in vocabulary by the students. The majority of the students scored in the fifth stanine or above on the final vocabulary test. Providing more silent reading time on a daily basis and providing read aloud time by the teacher also resulted in students' attitudes improving. Contains 26 references and 9 figures of data. Appendixes contain a reading attitudes survey, sample word lists, a sample sheet for vocabulary cards, and a vocabulary worksheet. (Author/SR) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** IMPROVING VOCABULARY KNOWLEDGE AND READING ATTITUDES IN 4TH GRADE STUDENTS THROUGH DIRECT VOCABULARY INSTRUCTION