Action Research

Project:
Impact of Vocabulary on Reading
Comprehension
Abby Johnson
Trace Crossings
1st Grade

Selection of Candidates
Initial Meeting: October 1
Student K:
More Challenging Instruction
Reads with Ease
Inconsistent Comprehension

Student L:
Advanced Reading Level
Trouble Understanding Words Read

Student V:
Reading Level F
Build Vocabulary
Easily Distracted

Question
What are the best practice strategies to improve a
students vocabulary skills so that they are able to
better comprehend a text?

Research
Selection of Vocabulary
Begin with Assessment (Bromley, 2004)
High frequency (Hiebert, 2003)

Instruction
Prior knowledge (Bromley, 2004)
Visual, Structural, Spoken, Written (Bromley, 2004)
Context Clues (Mason & Sweeny, 2011)
Synonyms, Antonyms, Prefixes (Mason & Sweeny, 2011)
Read Alouds (Mason & Sweeny, 2011)
Interactive Games (Bromley, 2004)

Research
Vocabulary Journal (Mason & Sweeny, 2011)
Vocabulary Self-Collection Strategy
Draw Pictures
Non-linguistic Representations
Linguistic Representations

Teaching (Marzano & Simms, 2013)

Teacher Description and Example
Student Description and Example
Illustration and Engagement
Discussion

Research
Bromley, K. (2004). Rethinking vocabulary instruction. The
language and literacy spectrum, 14, 3-12.

Hiebert, E. H., & Kamil, M. (Eds.). (2003). FVF Conference 03:

In pursuit of an effective, efficient vocabulary curriculum for
elementary students. Berkeley: University of California.

Marzano, Robert J., & Simms, Julia A. (2013). Vocabulary for the
common core. Marzano Research Webinar. Webinar retrieved
from
http://www.marzanoresearch.com/resources/webinars/vocab-forcommon-core-ewp045

Mason, Pamela A., & Sweeney, Sheelah M. (2011). Researchbased practices in vocabulary instruction: an analysis of what
works in grades preK-12.

Timeline

Timeline

Student Progress
Abecedarian (Production)

Initial
Midpoint
Final

Student K

Student L

Student V

Student Progress
Abecedarian (Antonyms)

12

10

Initial

Midpoint
Final

0
Student K

Student L

Student V

Student Growth
Abecedarian (Synonyms)

12

10

Initial

Midpoint
Final

0
Student K

Student L

Student V

San Diego Quick

Assessment
Initial
Independent Level

Frustration Level

Student K

Grade 4

Grade 5

Student L

Grade 2

Grade 3

Student V

Grade 1

Grade 3

Independent Level

Frustration Level

Student K

Grade 4

Grade 5

Student L

Grade 3

Grade 5

Student V

Grade 2

Grade 3

Final

Reading Comprehension
Passages
Initial: Grade 1
Student K: Circled 0 Words/Missed 1 Question
Student L: Circled 5 Words/Missed 0 Questions
Student V: Circled 2 Words/Missed 2 Questions

Midpoint:
Grade 2
Student K: Circled 3 Words/Missed 0 Questions
Student L: Circled 8 Words/Missed 1 Question

Grade 1
Student V: Circled 2 Words/Missed 0 Questions

Reading Comprehension
Passages
Final
Student K:
4th Grade
Missed 1/5

Student L:
3rd Grade
Missed 0/5

Student V:
2nd Grade
Missed 1/5

Progress Monitoring
Student K

Progress Monitoring
Student L

Progress Monitoring
Student V

Reflection
Changing Process
Overall Improvement in Student Ability
Growth: Student and Teacher