Vocabulary and Teaching Strategies in a 4th Grade Classroom

Abstract

As students engage in the act of reading, they struggle to make vocabulary words authentic and meaningful in their own reading experience. This action research examines how the use of a variety of teaching strategies helps students retain and successfully use vocabulary in an authentic way in their writing. Furthermore, the study considers how teaching strategies affect vocabulary instruction and support students becoming word conscious when reading texts. Results indicate that choice is a key factor within the teaching strategies that allow students interact with vocabulary in authentic and meaningful ways.