Date of Award

2003

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Smith, Kara,

Keywords

Language, General.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

This study examined two different reading methods used in the Ontario public elementary system, shared and guided reading, and their possible effects on students' vocabulary acquisition. Both methods of instruction are supported by the Ministry of Education and are required teaching by primary educators within the Greater Essex County District School Board. The sample consisted of 47 grade one children aged 6 to 7 years of age. All of the subjects attended an Essex County public school. The children were pretested and post tested by the researcher using the same instrument to determine whether an increase in vocabulary acquisition had occurred over the 4-week testing period. The shared reading group child typically learned approximately 3 words that were not known before, without any attempted explanation by the teacher. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .P56. Source: Masters Abstracts International, Volume: 42-02, page: 0407. Adviser: Kara Smith. Thesis (M.Ed.)--University of Windsor (Canada), 2003.

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