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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWilcox, Irene Albrechten
dc.date.accessioned2013-12-18T19:34:33Z
dc.date.available2013-12-18T19:34:33Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2798en
dc.description.abstractIn 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.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshLife sciencesen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshVocabularyen
dc.titleDoes a mixed approach to vocabulary instruction increase student comprehension in seventh grade life science?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Irene Albrecht Wilcoxen
thesis.catalog.ckey2250899en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage53en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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