Affects of using Flocabulary

Abstract

This report describes a study aimed at determining if using Flocabulary, a rap based vocabulary program, in conjunction with direct instruction targeting the necessary skills for determining word meaning, is an effective tool for middle school English Language Learners. The study included both native English speakers and English Language Learners. A non-random sample of participants was chosen for the intervention. In total 47 seventh grade students participated. All of the students were from the same urban middle school located in south central Wisconsin. The intervention began in February of 2011 and continued until May of 2011. Teacher-designed assessments were used to determine the effectiveness of the program. Assessment tools included weekly summative tests and teacher recorded accounts of students applying the target vocabulary. Additionally a pre and post survey aimed at assessing student perceptions was also gathered. The results indicate that Flocabulary was effective for both increasing word knowledge and student engagement. Further study is necessary to determine if the intervention is effective for increasing morphological awareness and long-term retention of word meaning.