Title

PreTeaching Vocabulary with At-Risk Elementary Students

First Presenter's Institution

Faulkner University

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Session 8 (Ballroom D)

Strand #1

Academic Achievement & School Leadership

Relevance

This presentation relates to the HEAD strand of the conference, explaining the results of a study conducted with elementary at-risk students to improve their vocabulary knowledge and reading comprehension.

Brief Program Description

At-Risk students often struggle in reading due to a lack of vocabulary knowledge and background experiences. This session will share the results of a study implementing the strategy of preteaching vocabulary to at risk elementary students to help them improve reading comprehension of a narrative text

Summary

Preteaching vocabulary is one way to make the connection of vocabulary knowledge to support reading comprehension. Preteaching can help students in recalling prior knowledge of terms they may already know or create prior knowledge for them by introducing them to the new words. Preteaching also enables more brain capacity to be open in order to focus on comprehending the text and not on determining meaning. Words that were at one time difficult can become easy through the pre instruction. Effective vocabulary instructional strategies such as explicit and rich instruction, extended instruction, and multiple exposures are also embedded in preteaching vocabulary.

Educators are continually seeking ways with which to improve at risk students’ comprehension. Comprehension is the end goal for reading instruction and providing students with meaningful ways in which to gain and learn comprehension is a focus for educators. Preteaching vocabulary is a widely used practice in today’s published reading manuals, teacher conferences, and curricula, but there is very little scientific research to solidify the value and effectiveness of this strategy, particularly with at-risk students.

Evidence

The study implemented the preteaching vocabulary instructional strategy with at-risk elementary, students from Montgomery, Alabama. The study was conducted was voluntary by teachers and one class in each grade level involved served as a control group.

Format

Individual Presentation

Biographical Sketch

Dr. Leslie Cowell holds a bachelor’s degree in elementary education from Auburn University, a master’s degree in reading education from the University of West Florida and a doctorate of philosophy in elementary education from Auburn University. Since 2010, Dr. Cowell has served as Academic Director and PreK Director Common Ground Montgomery, an inner city ministry in Montgomery, Alabama investing in urban youth and community transformation. She also serves as Dean for the College of Education at Faulkner University in Montgomery

Presentation Year

2019

Start Date

3-6-2019 9:45 AM

End Date

3-6-2019 11:00 AM

This document is currently not available here.

Share

COinS
 
Mar 6th, 9:45 AM Mar 6th, 11:00 AM

PreTeaching Vocabulary with At-Risk Elementary Students

Session 8 (Ballroom D)

At-Risk students often struggle in reading due to a lack of vocabulary knowledge and background experiences. This session will share the results of a study implementing the strategy of preteaching vocabulary to at risk elementary students to help them improve reading comprehension of a narrative text