Does a mixed approach to vocabulary instruction increase student comprehension in seventh grade life science?

Abstract

In this investigation a mixed approach to vocabulary instruction was implemented within a seventh grade life science classroom. This mixed approach included semantic mapping of unit vocabulary words, morphology and textbook reading strategy lessons, which were utilized instead of my standard curriculum. The results showed no statistical difference in the median of any of the data collection instruments from pre to post-test or between treatment and non-treatment groups. The treatment increased student comprehension of the unit concepts, but no more than the standard curriculum.