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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.
Plowman, Brenda Jean., "The difference in vocabulary acquisition for grade one students using shared reading or guided reading." (2003). Electronic Theses and Dissertations. 3844.