Date of Award
2011
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Education
First Advisor
Piller, Bonnie
Second Advisor
Riggs, Matt
Third Advisor
Mahoney, Marita, and Skillings, Mary Jo
Abstract
The purpose of this study was to examine impacts of explicit content-area vocabulary instruction on reading comprehension. Effective instructional strategies include multiple texts at students' instructional levels, highly qualified teachers, daily explicit vocabulary instruction combined with student's application of instruction and evolution of instruction as student's reading achievement increases.
Recommended Citation
Terrell, Catherine Ruthe, "Explicit content-area vocabulary instruction for English learners: Impacts with reading comprehension" (2011). Theses Digitization Project. 3954.
https://scholarworks.lib.csusb.edu/etd-project/3954
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons
