Analysis of vocabulary practices in a Title 1 school

Thesis (M.A., Education (Language and Literacy))--California State University, Sacramento, 2014.Vocabulary knowledge plays a critical role in reading comprehension and students??? academic success, but many students start their school careers without adequate vocabulary knowledge. Schools can play an important role in building students??? vocabularies, but current primary school instruction is not making a significant impact on students??? vocabulary growth. The purpose of this study is to analyze the vocabulary practices in kindergarten through third grade classrooms in a Title 1 public school to determine the level of systemization and the extent that current practices align with research. \ud Data was gathered through open-ended interviews with a sampling of kindergarten through third grade teachers. Interviews also included the district coach assigned to the school and the school principal. Additionally, classroom observations were conducted following teacher interviews to gain a deeper understanding of specific vocabulary practices. This information was analyzed in conjunction with data gathered from an extensive review of literature in the field of vocabulary instruction. \ud Following analysis of the research, the author has concluded that guidance and direction at the administrative level is critical in establishing effective vocabulary instruction in the classroom. Vocabulary instruction has not been identified as a high priority at the school, although teachers and administrators believe vocabulary knowledge is critical. Without direction from the administrative level, teachers are doing the best they can. However, they lack training and resources and do not feel they have enough time in the day. These challenges result in limited vocabulary instruction that varies between classrooms and is only partially grounded in research.Education (Language and Literacy