Abstract

The purpose of this study was to examine the effects of explicitly teaching students how to recognize and use context clues in content-area texts through a six-week instructional program. Quantitative analyses were performed to reveal any difference between a control and treatment group. Results indicated that students in the treatment group abilities to determine the meaning of unknown vocabulary words were increased significantly more than students in the control group. Students who received the six weeks of instruction more effectively used context clues to determine the meaning of unknown words than students who did not receive the instruction. Recommendations for further research are discussed.

Degree

MEd

College and Department

David O. McKay School of Education; Teacher Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2009-07-15

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd3076

Keywords

vocabulary, vocabulary knowledge, context clues, explicit teaching, comprehension

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