Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners
2015-05
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners
Authors
Published Date
2015-05
Publisher
Type
Thesis or Dissertation
Abstract
This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.
Description
University of Minnesota Ph.D. dissertation. May 2015. Major: Educational Psychology. Advisor: Kristen McMaster. 1 computer file (PDF); viii, 181 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Brandes, Dana. (2015). Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/175283.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.