Abstract
Statement of Problem
Vocabulary acquisition is an essential component to a language arts program. Due to the direct correlation between reading comprehension and vocabulary, successful strategies should be implemented in primary classrooms. This study is aimed at incorporating visual and movement vocabulary strategies during reading instruction and addressing the effects it has on second grade students.
Sources of Data
The participation of an eight-week vocabulary instruction was the context for this study. The 20 students in second grade participated in an hour a day of reading instruction with vocabulary strategies implemented. Data gathered during this time included the following: (a) pre and post vocabulary test to review the students' background knowledge and words they had acquired, (b) student vocabulary strategies survey to find out the preferential vocabulary strategies, ( c) student focus group interviews to elaborate on their feelings, and ( d) researcher observations and notes taken during the instruction time.
Conclusions Reached
Several conclusions were reached at the end of this study. The students demonstrated several positive effects of the visual and movement modalities implemented:
1. The students' vocabulary acquisition increased and all students retained the information they were expected to learn.
2. The students' motivation to learn new vocabulary words was enhanced through the additional vocabulary strategies presented.
3. The Special Education students and English learners were successful in finding vocabulary strategies that were beneficial to them.
It can be concluded that supplementing additional strategies with the state adopted language arts curriculum is ideal for differentiating. Thus meeting the needs of students in a diverse classroom.