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
.