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How Can Read Aloud Instruction Effect the Acquisition of Science Vocabulary in Early Elementary Students?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How Can Read Aloud Instruction Effect the Acquisition of Science Vocabulary in Early Elementary Students?/
Author:	Stoffers, Samantha.
Description:	1 online resource (129 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-11.
Contained By:	Masters Abstracts International85-11.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382627861

How Can Read Aloud Instruction Effect the Acquisition of Science Vocabulary in Early Elementary Students?
Stoffers, Samantha.

How Can Read Aloud Instruction Effect the Acquisition of Science Vocabulary in Early Elementary Students? - 1 online resource (129 pages)

Source: Masters Abstracts International, Volume: 85-11.

Thesis (M.A.)--Hofstra University, 2024.

Includes bibliographical references

As many students enter early elementary grades such as kindergarten, it can prove to be difficult to understand much of the material being taught without a high yield of academic vocabulary. Based on this problem, this study implemented the use of nonfiction read aloud texts to support the acquisition of academic vocabulary. Throughout the course of this study, a group of 8 kindergarten students were assessed on the depth of vocabulary before and after the teaching of a ten-lesson science unit about animal habitats. The results of this study showed that read aloud instruction can have a positive effect on the development of tier 2 and tier 3 vocabulary terms in early education students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382627861Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Academic vocabularyIndex Terms--Genre/Form:

554714
Electronic books.

How Can Read Aloud Instruction Effect the Acquisition of Science Vocabulary in Early Elementary Students?
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520 $a As many students enter early elementary grades such as kindergarten, it can prove to be difficult to understand much of the material being taught without a high yield of academic vocabulary. Based on this problem, this study implemented the use of nonfiction read aloud texts to support the acquisition of academic vocabulary. Throughout the course of this study, a group of 8 kindergarten students were assessed on the depth of vocabulary before and after the teaching of a ten-lesson science unit about animal habitats. The results of this study showed that read aloud instruction can have a positive effect on the development of tier 2 and tier 3 vocabulary terms in early education students.
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