Keywords
special education, early childhood, inclusion, emergent literacy
Abstract
Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy utilizing eight books and vocabulary scenario models during an interactive story time that included the direct instruction of vocabulary in the study. During the baseline and intervention phases data collection occurred during story time and during a word chart activity. Data were collected as to whether the participants used the new vocabulary when prompted and demonstrated the meaning of new vocabulary during activities embedded in the direct instruction of vocabulary within the context of story time. A pre and post assessment was utilized during baseline and following the intervention. The data suggest that all participants exhibited an increase in the use of new vocabulary and demonstration of meaning of new words during story time. The increase in scores from the pre assessment to the post assessment may indicate that immersion in activities with new vocabulary and opportunities to represent the new words phonologically may have led to the acquisition of new vocabulary by all student participants. The teachers perceived the implementation to be effective and manageable within the classroom setting.
Notes
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Graduation Date
2008
Advisor
Cross, Lee
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education
Department
Child, Family, and Community Sciences
Degree Program
Education
Format
application/pdf
Identifier
CFE0002345
URL
http://purl.fcla.edu/fcla/etd/CFE0002345
Language
English
Release Date
September 2008
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Batchelder, Heather, "An Investigation Of The Efficacy Of The Text Talk Strategy On Pre-school Students' Vocabulary Acquisition" (2008). Electronic Theses and Dissertations. 3544.
https://stars.library.ucf.edu/etd/3544