Author ORCID Identifier
Tonia Bauer https://orcid.org/0000-0001-7984-5222
Hengtao Tang https://orcid.org/0000-0002-8846-7654
This action research aimed to evaluate the impact that explicit vocabulary instruction delivered through Schoology had on the vocabulary knowledge and reading comprehension of fifth graders at an urban elementary school in the southeastern United States. A convergent mixed-method approach was applied. The vocabulary and reading comprehension scores and the learner experience survey accounted for the quantitative data. Furthermore, qualitative data gathered from semi-structured interviews were analyzed inductively. Findings show that students' vocabulary knowledge and reading comprehension significantly increased after receiving explicit vocabulary instruction, and results marked instruction regarding Latin and Greek roots as areas needing attention. For elementary educators, the study's practical implications highlight the importance of teaching explicit vocabulary strategies, including morphology and context clues, to students.
There is not any potential conflict of interest in the work. Data Availability Statement The datasets generated during and/or analyzed during the current study are not publicly available due to the requirement of Institutional Review Board approval but are available from the corresponding author on reasonable request.
Bauer, T., & Tang, H. (2022). Explicit vocabulary instruction for fifth graders’ vocabulary knowledge and reading comprehension: An action research study. Journal of Educational Technology Development and Exchange (JETDE), 15(1), 124-141. https://doi.org/10.18785/jetde.1501.08
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