Title

Measuring Effectiveness of Using Fountas & Pinnell Word Study Components: Word Sorts, Manipulatives, Word Maps and Explicit Instruction to Build Vocabulary

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Belma Sadikovic

Abstract

Abstract

The development of vocabulary in the early elementary years is crucial in students’ abilities to make connections to literature they encounter, previously learned knowledge, and to their everyday lives. It is imperative that students have beneficial learning experiences with words that ultimately build rich and extensive vocabularies. This study helped determine which word pattern strategies are most effective in building student vocabulary. The researchers investigated the effectiveness of specific vocabulary word pattern strategies at two different low socio-economic schools in first, second, third, and fifth grade classrooms by following the scope and sequence of Fountas and Pinnell Word Study Lessons and Systems Guide. The word pattern strategies investigated included explicit vocabulary instruction, creating word maps, making and building words with manipulatives, and word sorts. The researchers’ results demonstrated that teaching vocabulary is most effective when intertwined with explicit instruction, building words with manipulatives, and words sorts. The findings of the research showed that using a combination of these word pattern strategies along with following the Fountas and Pinnell System Guide, is most beneficial to all students regardless of reading levels or abilities.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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