Date of Award
Dissertation (799 registration)
Master of Science in Special Education
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.
Bendickson, Alison, "The Effect of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) on Vocabulary Building for Preschool Children" (2018). Dissertations, Theses, and Projects. 153.