Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
This action research investigated vocabulary retention and participation gain from integrating close reading passages into a Kindergarten and Second Grade public school classroom. The methods incorporated included turn and talk opportunities, student journals, and close reading passages. Thirty-six primary school aged students were included in the study. Sources of data collection include a teacher self-evaluation survey, vocabulary recognition task, observational checklist, and observational rubric. Students displayed an increase in vocabulary retention and participation. Because of the students’ increase in retention and participation during whole group instruction, we will continue to use close reading passages in our classrooms.
Kading, Jenny A. and Zuther, Lisa J.. (2016). Vocabulary Instruction and Student Participation and Retention. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/132