Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices
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The Ohio State University / OhioLINK
2015
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14355795912021-08-03T06:31:40Z Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices Drewry, Robert Stephen Elementary Education Education Reading Instruction vocabulary vocabulary selection vocabulary development vocabulary instruction Literacy Collaborative interactive read-aloud interviews case study Vocabulary researchers have shared many guidelines and recommendations for vocabulary instruction for students in elementary school and beyond. These recommendations include encouraging wide reading for students, developing metalinguistic awareness and word consciousness in students, and teaching word meanings to students. With regard to teaching word meanings to students, there are specific recommendations from vocabulary researchers regarding what vocabulary or types of vocabulary should be selected for instruction. However, little is known about the vocabulary teachers select for instruction, how they explain and justify their selections, and whether they use vocabulary researchers’ guidelines and recommendations to guide their selections. Were this information known, it would provide an existential description of the thinking that informs teachers’ vocabulary planning.This case study describes the vocabulary selections, explanations, and justifications six teachers used when planning interactive read-alouds for intermediate students in Literacy Collaborative© (LC) classrooms. Teachers were interviewed twice about how they would conduct interactive read-alouds with two informational and two narrative texts. Additional data were gathered from discussions of how teachers use their classrooms as captured during classwalks with the teachers after each interview. These data were used to answer the research questions concerning the teachers’ vocabulary selections; the differences in selections from narrative and from informational books; the justification and explanation of those selections; the similarity between the selections, explanations, justifications, and researchers’ recommendations; and changes to the selections, explanations, and justifications between the two rounds of data collection.Analysis of interview transcripts and classwalk descriptions revealed teachers’ selections, explanations, and justifications differed for narrative and informational texts, with connections to students’ existing vocabulary knowledge being favored over the development of conceptual vocabulary knowledge for narrative texts, and vice versa. Teachers’ vocabulary selections generally aligned with researchers’ recommendations for word selection, even though the names of researchers or their theories were not mentioned. Furthermore, teachers’ explanations addressed contextual support for vocabulary and development of content vocabulary more frequently in the second round. Recommendations for future research include observational studies in combination with interviews about vocabulary selection, studies of vocabulary selection involving teachers not receiving LC professional development, studies of vocabulary selection controlling for teachers’ existing familiarity with vocabulary research, and studies relating student vocabulary knowledge with teachers’ selections. 2015-10-08 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591 http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Elementary Education Education Reading Instruction vocabulary vocabulary selection vocabulary development vocabulary instruction Literacy Collaborative interactive read-aloud interviews case study |
| spellingShingle |
Elementary Education Education Reading Instruction vocabulary vocabulary selection vocabulary development vocabulary instruction Literacy Collaborative interactive read-aloud interviews case study Drewry, Robert Stephen Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| author |
Drewry, Robert Stephen |
| author_facet |
Drewry, Robert Stephen |
| author_sort |
Drewry, Robert Stephen |
| title |
Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| title_short |
Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| title_full |
Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| title_fullStr |
Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| title_full_unstemmed |
Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices |
| title_sort |
selecting vocabulary for interactive read-alouds: six intermediate literacy collaborative teachers' choices |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2015 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591 |
| work_keys_str_mv |
AT drewryrobertstephen selectingvocabularyforinteractivereadaloudssixintermediateliteracycollaborativeteacherschoices |
| _version_ |
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