Date of Award

Fall 12-21-2018

Document Type

Dissertation (799 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Sourez-Sousa


Vocabulary, IGDI's, Literacy, Interventions, Repeated Read Aloud, Rapid Automatic naming




The Effect of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) on Vocabulary Building for Preschool Children

Purpose of the Study

The purpose of this research was to determine whether using the strategy of rapid automatic naming or repeated read aloud would increase children’s vocabulary development. The study assessed children in an inclusive classroom. The participants were 3 year old students who required specialized instruction and have Individual Education Programs and students who were typically developing. The students were assessed using Individual Growth and Development Indicators (picture naming) to assess which intervention strategy produced more growth in the students achievement in their classroom assessments. Both interventions were found to positively influence students achievement in the area of picture as measured by the Individual Growth and Development Indicators (IGDI’s). The Rapid automatic naming intervention group exhibited a larger increase in pictures named correctly by 1.7 pictures but also showed a larger increase in pictures named incorrectly.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.