A Comparison of Vocabulary Instruction Using Word Meaning Versus a Combined Sound-Meaning Approach on Outcomes of Vocabulary, Phonemic Awareness and Nonword Reading in 5-6 Year Olds

Vocabulary yields a powerful influence on children’s attainment, behaviour, mental health and life prospects. Given the large number of primary-age pupils with limited vocabulary, there is a need for effective models of whole-class instruction. Teaching has traditionally focussed on word meaning to improve reading comprehension. However, evidence also points to links between oral vocabulary and phonemic skills, which could potentially be harnessed to improve not only vocabulary outcomes but also wider phonemic awareness and phonic reading. Interest is growing in a teaching approach that engages children in learning about the sound structure of the words, alongside the traditional emphasis on meaning. This thesis investigates the relative impacts of this combined method compared to meaning-based pedagogy. A two-phase research design was implemented with the full range of Year One children (age 5-6) in mainstream UK classrooms. To further investigate relationships between vocabulary, phonemic and word-level literacy, a cross-sectional study was conducted with 152 children. Results confirmed existing findings that vocabulary significantly predicts performance in phonemic awareness and phonic reading in this age group. The cross-sectional results informed an experimental study with 273 Year One pupils to causally test the impact of combined sound-meaning versus meaning-only instruction, compared to an age-matched waiting control group receiving treatment as usual. A 26 week programme was delivered involving explicit daily vocabulary teaching linked to storybooks, based on evidence-based principles of effective vocabulary instruction, differing only on the cue type provided. Testing across three timepoints determined that combined instruction produced significantly higher results on taught vocabulary and phonic reading than the meaning-based intervention or control group receiving usual instruction, as well as significantly higher phonemic awareness outcomes than the control group. The current thesis enhances the research base by providing experimental evidence of the effectiveness of the combined approach for whole-class mainstream vocabulary instruction in the early years of schooling