| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Wilcox, Irene Albrecht | en |
| dc.date.accessioned | 2013-12-18T19:34:33Z | |
| dc.date.available | 2013-12-18T19:34:33Z | |
| dc.date.issued | 2013 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/2798 | en |
| dc.description.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. | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, Graduate School | en |
| dc.subject.lcsh | Life sciences | en |
| dc.subject.lcsh | Middle school students | en |
| dc.subject.lcsh | Vocabulary | en |
| dc.title | Does a mixed approach to vocabulary instruction increase student comprehension in seventh grade life science? | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2013 by Irene Albrecht Wilcox | en |
| thesis.catalog.ckey | 2250899 | en |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; John Paterson. | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 53 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
