A comparison of vocabulary strategies during an interactive read aloud
Abstract
Over the course of a 6-week period, an action research study was conducted in a fourth-grade
classroom at a public school in Wisconsin. The purpose of this study was to compare two
vocabulary instructional strategies, pre-teach with visuals and context clues, during an interactive
read aloud. Read aloud routines and expectations were put forth in order to teach the students
how to effectively respond to and listen to an interactive read aloud. Students then participated in
explicit instruction with each strategy. Data collection included a pretest, weekly quizzes, and a
posttest. These were analyzed in order to conclude which vocabulary strategy had higher results.
Statistical data analysis indicated that pre-teach with visuals supported consistent growth in
higher results.
Subject
Reading
Education
Language arts (Elementary)