Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique

Abstract

Purpose The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique – General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth grade students receiving VST-GE16 instruction with 16 instructor-led encounters per word, eight words taught per week for 90 min a week over 4 weeks demonstrated greater gains on a multiple-choice synonym test and a fill-in-the-blank words-in-context test than fourth grade students taught the same number of words, in the same time frame, using a vocabulary teaching method typically employed by a fourth grade teacher. Method The study was a quasi-experimental design, with a pretest and posttest multiple-choice synonym and fill-in-the-blank words-in-context measures administered. Students with complete data sets were included in the analyses (synonym, N = 38; words-in-context, N = 37). Participants in both groups were taught eight curriculum vocabulary words per week for 90 min a week across four consecutive weeks (32 words). Results An analysis of covariance on posttreatment outcomes yielded the following: The treatment group scored significantly higher on the synonym measure, F (1, 35) = 14.76, p < .001; g = 1.04, and the words-in-context measure, F (1, 34) = 43.66, p < .001; g = 1.59, than did the comparison group. Conclusions The results indicated that the VST-GE16 protocol has potential as an effective, efficient method to use when directly teaching curriculum vocabulary words to fourth grade students in general education classrooms .