| Vocabulary knowledge is an important prerequisite of literacy (National Institute of Child Health and Human Development, 2000). Yet, many children, particularly English language learners (ELLS), enter school without the substantial vocabulary knowledge they need to excel academically (Moats, 2001). Storybook reading is a powerful medium for vocabulary instruction to promote children's early vocabulary knowledge (Ninio, 1983). Unfortunately, research suggests that elementary teachers often do not use storybook reading optimally (Beck & McKeown, 2001). Previous studies have investigated specific methods of vocabulary instruction compared to an experimental control group. However, research that systematically compares methods against standard practice and investigates the extent to which these methods are effective when implemented in various classroom contexts with learners from different linguistic backgrounds is needed.;The following dissertation meets this research need. The first two articles in this dissertation describe research from two studies, both with kindergarteners from six classrooms, conducted to investigate three instructional methods for more effective vocabulary instruction utilizing read-alouds. Analyses evaluated the short-term and long-term effects of these instructional practices on children's learning of taught words. The final article in this dissertation describes a third study of vocabulary growth during the kindergarten year. Through the use of longitudinal design, the impact of classroom context and child language background on children's learning of taught words and general vocabulary growth was tested.;The studies reported in this dissertation produced three important findings to add to the research base on vocabulary instruction. First, analytic and multidimensional instructional methods are more effective than standard practice instruction at promoting children's short-term and long-term knowledge of words taught through storybook reading. Second, the effects of a research-based vocabulary intervention may differ depending on classroom-context related factors such as the classroom language program (i.e., mainstream, structured immersion, or two-way bilingual) and the extent to which the language program is properly implemented and teacher experience, classroom management, and fidelity to the curriculum. Third, regardless in variation in implementation across classrooms, curricula based on analytic and multidimensional vocabulary instruction methods may serve to help ELLS catch up to their non-ELL peers in vocabulary. |
