Effects of Amount of Vocabulary Instruction for Low-Socioeconomic Students

Researchers have long acknowledged the important role that vocabulary plays in assisting in reading comprehension. Because of the importance of vocabulary, it is necessary to determine how to ensure that all students are making adequate vocabulary gains. The purpose of this study was to determine the necessary amount of instruction for students from low socioeconomic backgrounds to make vocabulary gains. This study considered if providing additional robust vocabulary instruction was beneficial for students. In addition, this study looked to determine if there was a correlation between students' standardized vocabulary test scores prior to instruction and amount of instruction provided to make gains in vocabulary knowledge and if there was a correlation between students' posttest scores and amount of instruction provided. The results of the study indicated that additional vocabulary instruction was beneficial for all students who received it. In addition, this study revealed that there was a significant negative correlation between students' standardized vocabulary test scores and amount of instruction and there was also a significant negative correlation between students' posttest scores and amount of instruction. There are several implications for both the classroom and future research deriving from this study. In the classroom, teachers must be prepared to provide additional vocabulary instruction for students who do not master the taught words at the conclusion of initial instruction. Future research must consider guidelines to determine the appropriate amount of vocabulary instruction to provide for students from low socioeconomic backgrounds. In addition, continued research is necessary in the area of ameliorating the proven vocabulary differences in students from low socioeconomic backgrounds and their more affluent peers