What Classroom Observations Reveal about Oral Vocabulary Instruction in Kindergarten.
dc.contributor.author | Wright, Tanya S. | en_US |
dc.date.accessioned | 2011-06-10T18:21:47Z | |
dc.date.available | NO_RESTRICTION | en_US |
dc.date.available | 2011-06-10T18:21:47Z | |
dc.date.issued | 2011 | en_US |
dc.date.submitted | 2011 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/84619 | |
dc.description.abstract | The purpose of this dissertation study was to examine how vocabulary instruction is enacted in naturalistic classroom settings in kindergarten. Four days (12 hours) of instruction was observed in 55 classrooms in a range of socio-economic communities. All instruction was audio-taped for a total of 660 hours of observation, and coded for evidence of vocabulary instruction. Results revealed no planned vocabulary instruction. Instead, teachers provided word explanations that resembled “teachable moments” in the context of other instruction. Findings revealed negligible repeated explanations, inconsistent word selection, and minimal time devoted to subject areas, such as science and social studies, in which word explanations were most dense. Teachers serving economically-advantaged children provided a greater number of word explanations and were more likely to explain sophisticated words than those serving economically disadvantaged children. These results suggest that the current state of instruction may be contributing to rather than ameliorating vocabulary gaps by socioeconomic status. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Vocabulary | en_US |
dc.subject | Literacy | en_US |
dc.subject | Kindergarten | en_US |
dc.title | What Classroom Observations Reveal about Oral Vocabulary Instruction in Kindergarten. | en_US |
dc.type | Thesis | en_US |
dc.description.thesisdegreename | PhD | en_US |
dc.description.thesisdegreediscipline | Education Studies | en_US |
dc.description.thesisdegreegrantor | University of Michigan, Horace H. Rackham School of Graduate Studies | en_US |
dc.contributor.committeemember | Neuman, Susan B. | en_US |
dc.contributor.committeemember | Morrison, Frederick J. | en_US |
dc.contributor.committeemember | Palincsar, Annemarie Sullivan | en_US |
dc.contributor.committeemember | Stone, Addison | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/84619/1/tsbw_1.pdf | |
dc.owningcollname | Dissertations and Theses (Ph.D. and Master's) |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.