different categories by looking for shared features among their meanings” (p. 279). There are two types of
word sorts to choose from, a closed word sort and an open word sort. A closed word sort is when the
categories have been given to the students. An open word sort allows students to use inquiry and make
their own headings and connections with the words given to them.
A strategy which provided multiple connections and examples for unknown words was a concept
circle. A concept circle is a circle divided into fourths with a different synonym, example, or definition in
each fourth. Students are then asked to provide the vocabulary term or concept that is described by the
examples, synonyms, and definitions in the circle.
The List-Group-Label strategy requires the least amount of preparation as most of the work is done
by the student. Students are asked to brainstorm a list of words relating to a topic or concept for about one
minute. Once the students have made their lists they can pair up with a fellow student and categorize and
classify their lists into headings relating to the vocabulary words and concepts highlighted in the lesson
(Vacca & Vacca, 2005).
Results of my Study
The purpose of the study was to determine the impact the use of vocabulary concept strategies
embedded in science instruction had on third grade students’ comprehension of content and their
perceptions of the effectiveness of the strategies. It was hypothesized that there is a significant difference in
third grade students’ science unit test scores when vocabulary concept strategies are utilized as part of
instruction and when they are not.
Quantitative Analysis. Table 1 shows the means and standard deviations for both chapter tests
with strategies and chapter tests taught without strategies. The use of vocabulary strategies for the food
chain chapter test yielded improved mean scores when compared to the food chain chapter test without
strategies. The difference between each of these mean scores was 29.82 percentage points. The energy
chapter test that included embedded strategies in classroom instruction showed scores higher than the
energy test without the use of strategies by a difference of 6.04 percentage points. Overall, the use of
vocabulary strategies embedded in instruction indicated increased achievement mean scores by 18.2
percentage points. It is interesting to note that the mean scores for the chapter test about food chains with
strategies scored higher than the chapter test about energy with strategies. Conversely, the chapter about
food chains without strategies scored lower than the chapter taught without strategies about energy.
Table 1. Means and Standard Deviation
______________________________________________________________________________
Chapter Tests
M
S.D.
________________________________________________________________________
With Strategies
Overall
78.30
18.32
Food Chains
87.35
14.83
Energy
69.25
21.81
Without Strategies
Overall
60.10
21.11
Food Chains
57.53
24.09
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