A Comparison Of Explicit And Implicit Vocabulary Instruction On The Acquisition Of English Vocabulary And Reading Comprehension In English Language Learners In

A Comparison of Explicit and Implicit Vocabulary Instruction on the Acquisition of
English Vocabulary and Reading Comprehension in English Language Learners in
Grades Four through Twelve
A Dissertation
Presented for the
Doctor of Philosophy
Degree
The University of Mississippi
Deana Turner Pittman
April, 2008

UMI Number: 3361198
Copyright 2009 by
Pittman, Deana Turner
INFORMATION TO USERS
The quality of this reproduction is dependent upon the quality of the copy
submitted. Broken or indistinct print, colored or poor quality illustrations
and photographs, print bleed-through, substandard margins, and improper
alignment can adversely affect reproduction.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if unauthorized
copyright material had to be removed, a note will indicate the deletion.
UMI*
UMI Microform 3361198
Copyright 2009 by ProQuest LLC
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106-1346

To the Graduate Council:
I am submitting herewith a thesis written by Deana Turner Pittman entitled "A
Comparison of Explicit Vocabulary Instruction on the Acquisition of English Vocabulary
and Reading Comprehension in English Language Learners in Grades Four through
Twelve." I have examined the final copy of this thesis for form and content and
recommend that it be accepted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Education with a major in Curriculum and Instruction, emphasis
in T.E.S.O.L. (Teaching English to Speakers of Other Languages).
Esim Erdim-Payne, Major Professor
We have read this thesis
and recommend its acceptance:
MAA^<& — ^d&S
Allison Burkette^AssistantProfessor
"Lori "A. Wolff, Assocj^£ie/
Professor
Accepted for the Council:
Dean of the Graduate School

STATEMENT OF PERMISSION TO USE
In presenting this thesis in partial fulfillment of the requirements for a Doctoral
degree at The University of Mississippi, I agree that the Library shall make it available to
borrowers under rules of the Library. Brief quotations from this thesis are allowable
without special permission, provided that accurate acknowledgment of the source is
made.
Permission for extensive quotation from or reproduction of this thesis may be
granted by my major professor or in her absence, by the Head of Interlibrary Services
when, in the opinion of either, the proposed use of the material is for scholarly purposes.
Any copying or use of the material in this thesis for financial gain shall not be allowed
without my written permission.
Signature Q f l 1 ll_. rjJAJUA 0 j i -ttlKQA^
Date (If^SL gO, ,0006

Copyright © 2008 Deana Turner Pittman
All rights reserved.
ii

DEDICATION
This dissertation is dedicated to my husband Kerry Pittman and to my parents J. T. and
Ann Turner, whose love, support, and constant encouragement made this work possible;
and to my daughter Abbigail, who is my inspiration for everything.
111

ACKNOWLEDGEMENTS
First, and foremost, I would like to thank God for the abilities and opportunities
bestowed upon me in this endeavor.
I would like to thank my advisor, Dr. Esim Erdim-Payne, along with the other
members of my dissertation committee, Dr. Allison Burkette, Dr. James Payne, and Dr.
Lori Wolff, for their time and for their continuous support and advice. I would also like to
thank Matthew Dillon for being my constant comrade in this venture and Mary Seale for
her time in checking my data entry.
IV

ABSTRACT
As a result of current legislation and the mainstreaming of many specialized
student populations, teachers are, more than ever, in need of research-proven strategies to
use in their classroom. With considerable goals such as those contained in the No Child
Left Behind legislation, it is imperative that teachers are knowledgeable about a variety
of strategies for use in their classrooms. The intended purpose of this study was to
examine the effects of explicit vocabulary instruction on the performance of ELL
students in grades four through twelve. Specifically, this study examined a group of ELL
students' scores in vocabulary acquisition and reading comprehension with implicit
vocabulary instruction and with explicit vocabulary instruction.
Participants completed six units—three with implicit vocabulary instruction and
three with explicit vocabulary instruction. The scores were analyzed using a dependent t-
test on first, the total vocabulary gain (vocabulary acquisition), and second, on the total
reading comprehension. Descriptive statistics were also used on students' classroom
averages for each of the six units. The results of this study indicated that not only did
explicit vocabulary instruction have a significantly positive effect on the vocabulary
acquisition of ELL students, but they also indicated that explicit vocabulary instruction
has a positive effect on the overall performance in the classroom. The results of the
comparison of implicit and explicit instruction for reading comprehension indicated that
there was no significant difference in the two methods. The results of this study have
important implications for the classroom and make a strong case for explicit vocabulary
instruction.

TABLE OF CONTENTS
CHAPTER PAGE
I. Introduction to the Study 1
Problem Statement 2
Definitions 3
Purpose of the Study 4
Hypotheses 4
Conclusion 5
II. Previous Research 6
Introduction 6
Learning Vocabulary 6
Reading 7
Second Language Acquisition 8
Research within the ESL Classroom 10
Conclusion 12
III. Methodology 13
Introduction 13
Subjects & Setting 13
Instrumentation 14
Experimental Design 16
Procedure 16
Analysis of Data 20
Conclusion 20
VI

IV. Data Analysis 22
Introduction 22
Data Collection 23
Data Analysis 26
Conclusion 28
V. Conclusions & Discussion 29
Introduction 29
Discussion of Results 29
Applications for the Classroom 30
Limitations of Study 31
Implications for Future Research 32
References 34
Appendix A 38
Appendix B 72
Vita 79
vn

LIST OF TABLES
TABLES PAGE
1. Demographics of Participants 14
2. Timeline for Experiment 16
3. Implicit and Explicit Instruction Schedules 18
4. Summary Data for Vocabulary Acquisition 24
5. Summary Data for Reading Comprehension 24
6. Student Scores from Classroom Activities 25
7. Mean Scores for Vocabulary Acquisition 26
8. Paired Samples t-test Results for Vocabulary Acquisition 26
9. Mean Scores for Reading Comprehension 27
10. Paired Samples t-test Results for Reading Comprehension 27
11. Data for Unit 1 73
viii

LIST OF FIGURES
FIGURE PAGE
1. Approval from South Panola School District 39
2. Institutional Approval 40
3. Informational Letter to Parents 41
4. Instrument Used in Study 42
5. Additional Information on Scholastic Program 71
IX

CHAPTER I
INTRODUCTION TO THE STUDY
The increasing numbers of immigrant students, along with the implementation of
the No Child Left Behind Act, is challenging teachers now more than ever to meet the
needs of an increasingly diverse student population. The English language learner (ELL)
population has increased by 138% over the last twenty years (National Center for
Education Statistics, 2003). During the year 2000, 73% of the ELL population was
Spanish-speaking (United States Census Bureau, 2002). The number of Spanish-
speaking students in the United States has grown tremendously over the last few years.
In one local school district, the number of ELL students has increased from two in the
2003-2004 school year to twenty-four in the 2007-2008 school year (D. Barnett, personal
interview, September 24, 2007).
In addition to teaching students with a wide range of abilities within already
overcrowded classrooms, accommodating students with learning differences, and dealing
with behavior problems, teachers now have to add teaching English to their duty roster.
As a result, mainstream classroom teachers are in need of research-based instructional
techniques to use in English as a Second Language (ESL) instruction. With these
challenges in mind, districts must decide on which is more beneficial to students'
success: to hire more interpreters and buy more bilingual materials or to teach
mainstream teachers explicit strategies for second language vocabulary acquisition.
Reading is a vital skill for academic success. It is the cornerstone upon which all
other content areas are built. Two very important components of reading are fluency and
comprehension. Fluency refers to the ease and flow of the words being read, while
1

comprehension refers to the understanding of what is being read. Although both
components are necessary to be a proficient reader, the focus of this study is
comprehension. Comprehension is necessary for all students to achieve academic
success and is especially difficult for second language learners to achieve.
Problem Statement
Students who are learning English as a second language lack the vocabulary
necessary to understand the reading material in literature and in the content areas. This
issue manifests itself in state assessments. Many of these students do not have success on
state-mandated tests due to a deficiency in vocabulary—they can neither meet the
benchmarks for reading/language arts nor for the content areas. Forty percent of the ESL
students in the district examined failed to meet the minimum benchmarks set forth by the
state for both language arts and reading (N. Lundgren, Personal Interview, December 3,
2007). Unknown words hinder students' understanding not only on the reading
comprehension portions of these tests, but on understanding of questions on content
portions of these tests as well. The presence of ESL students in the classrooms in this
school district is a recent phenomenon; therefore, it is necessary that successful strategies
be found to help these students attain proficiency in the classroom.
It has long been a debate as to whether or not explicit instruction increases the
acquisition of a second language (Chaudron, 1988). Improvements in reading
comprehension in English language learners after explicit vocabulary instruction would
provide useful strategies for not only ESL instructors, but for mainstream teachers of
classrooms with ESL students. The problem for this study was to investigate the merits
2

of explicit vocabulary instruction over implicit vocabulary instruction in English
language learners.
Definitions
ELL/ESL: These are acronyms for English Language Learners and English as a
Second Language. These terms are used interchangeably to identify students who are
enrolled in English classes for students who speak another language as their first
language.
Stanford English Language Proficiency Test: This test is administered to all ESL
students upon their entry into a public school in the state of Mississippi and also every
February to evaluate students' progress. This test is divided into four parts: speaking,
reading comprehension, listening comprehension, and writing mechanics.
Mississippi Curriculum Test: This test is administered annually to all students in
grades 3 through 8 in the Mississippi public schools. Four tests are administered:
mathematics, reading comprehension, language arts, and science.
Benchmarks: This term refers to the benchmarks set forth by the Mississippi
Department of Education for all subject areas and all grades in public schools in the state
of Mississippi.
Explicit: In the course of this study, this term refers to something that is explicitly
and plainly taught in the classroom. The term explicit instruction refers to the structured
techniques used to teach vocabulary in the ESL classroom; the term explicit learning is
used to explain how an ELL student learns something that is openly taught by the teacher.
The term explicit instruction will be addressed in the "Procedure" portion of this paper.
3

Implicit: In the course of this study, this term will refer to something that is not
plainly taught in the classroom; rather, it describes something that a student "absorbs"
through reading. The term implicit instruction will refer to standard instruction in the
classroom; the term implicit learning is used to describe a way that an ELL student learns
new vocabulary using context clues, etc. The term implicit instruction will be addressed
in the "Procedure" portion of this paper.
Purpose of the Study
The intent of this quantitative study (Creswell, 2003) was to evaluate the
importance of explicit vocabulary instruction over implicit (standard) vocabulary
instruction in the English acquisition of ELL students. The participants in this study were
fifteen ELL students in grades four through twelve in a school district in North
Mississippi. The independent variable in this study was the mode of instruction: standard
classroom instruction (implicit instruction) or supplemental instruction (explicit
vocabulary instruction added to the standard classroom instruction). The dependent
variables in this study were vocabulary acquisition and reading comprehension. This
quasi-experimental study compared the mode of instruction to both the amount of
vocabulary that is functionally acquired and the level of reading comprehension that is
attained.
Hypotheses
Hypothesis 1: Hoi: (Xd=0 There is not sufficient evidence that there is a statistically
significant difference between the vocabulary acquisition of the group
with standard implicit instruction versus standard implicit instruction plus
explicit vocabulary instruction.
4

Hai: Hd>0 There is sufficient evidence that there is a statistically
significant increase in the vocabulary acquisition of the group with
standard implicit instruction plus explicit instruction over standard implicit
instruction alone.
Hypothesis 2: H02: Md=0 There is not sufficient evidence that there is a statistically
significant difference between the reading comprehension attained in the
group with standard implicit instruction versus standard implicit
instruction plus explicit vocabulary instruction.
Ha2: |^d>0 There is sufficient evidence that there is a statistically
significant increase in the reading comprehension of the group with
instruction alone.
Conclusion
In this research, a significant difference in group scores would indicate a strong
case for teaching explicit vocabulary teaching strategies to teachers. If there is no
significant difference found in the group's scores utilizing the two methods, then that
would indicate that there is no benefit in teaching students explicit vocabulary strategies.
In the upcoming chapter, previous research will be explored to find potential issues and
criticisms as well as directions for this study. Chapters III and IV explore the
methodology, data collection, and statistical analysis for the study. Chapter V discusses
the results of the study and the implications for the classroom.
5

CHAPTER n
PREVIOUS RESEARCH
Introduction
There has been a great deal of research in the educational field compiled on the
importance of reading. In fact, reading is one area that is tested in one form or another
every year of a child's academic career. As the foundation for every subject in school,
reading is a skill that should be mastered by students (Strickland & Shanahan, 2004).
This section will highlight some of the relevant research in the areas of vocabulary,
reading, second language acquisition, and how the two are related to vocabulary
acquisition within the ESL classroom.
In formulating a successful reading program, there are several areas that should be
addressed—fluency, phonics, comprehension, and vocabulary—just to name a few. The
stress in this research is on vocabulary acquisition and reading comprehension. There is
a symbiotic relationship between the two: the more vocabulary that has been acquired,
the higher the reading comprehension; the more a reader comprehends about a passage,
the more vocabulary he or she will acquire (Rupley, 2005). Other researchers have come
to the conclusion that vocabulary instruction not only leads to an increase in productive
vocabulary, but also to gains in reading comprehension (Pressley, 2001).
Learning Vocabulary
Many supporters of explicit instruction express that in order for vocabulary to be
successfully taught in the classroom, it must be an active process that enables students to
become excited about and engaged in the learning process. In comparing third grade
classrooms that used their usual instruction with third grade classrooms that used a
6

specialized intervention, Apthorp (2006) found that not only was the effect of the explicit
instruction positive for the experimental group, but the effect was positive and
statistically significant. This is especially important for economically/socially-
disadvantaged students who may not have the same opportunities to acquire new
vocabulary as those students who are in culturally/socially enriched environments. When
thinking of ESL students, in truth, they can be considered disadvantaged because they are
not capable of receiving all of the benefits that native speakers would receive from social
situations.
Reading
Cultivating reading skills in a second language can be very challenging. It has to
start at the youngest age possible (Mor-Sommerfield, 2002). It has not been until the last
twenty years that vocabulary teaching has been viewed as an important field of second
language acquisition. Before recently, vocabulary teaching has been seen as secondary to
other second language skills that need to be addressed (Hinkel, 2006). More recent
research in reading comprehension indicates that an ELL student must comprehend more
than 90% of the words in academic texts in order to understand the entire passage (Hu &
Nation, 2000). For this to be achieved by solely implicit methods, a new word would
have to be read 12-20 times in order to be acquired from context alone (Coady, 1997). In
the K-12 classroom, there simply is not enough time to allow for more than 10 encounters
of each unique word for vocabulary learning to occur. Explicit vocabulary instruction
depicts a competent and adequate way of vocabulary instruction (Nation, 2001).
More recent research has shown that without specialized instruction, by middle
school, ESL students are significantly deficient in their reading comprehension. One
7

particular study illustrated this by comparing ESL students in a regular language arts
classroom with ESL students who were enrolled in an ESL language arts classroom.
Without additional instruction in acquiring English as a second language, students
enrolled in the regular language arts classrooms possessed significant deficiencies in
grammar skills and also in understanding and use of the writing process (Reynolds,
2005). Lesaux and Siegel (2003) completed a longitudinal study that followed ESL
students from kindergarten through second grade. These students received specialized
instruction in phonics in kindergarten and first grade. The results of this study indicated
that these students, by the end of the second grade, were functioning on a level that was
comparable to that of native speakers. Research has shown that learners can productively
attain up to three words a day with explicit instruction (Biemiller, 1999).
Second Language Acquisition
In the realm of second language acquisition, there has been much controversy
over the issue of explicit vocabulary instruction. Does explicit vocabulary instruction
enhance vocabulary acquisition? Krashen (1982), who has been one of the most
influential researchers in second language acquisition, claims that learners can gain a
second language through two routes—acquisition and learning. Acquisition is when a
language (first, second, or otherwise) is simply absorbed by the learner. There is no
formal instruction or attention to rules. The learner simply "picks it up" from his or her
surroundings. This is manifested in first language acquisition and also in second
language acquisition. Social language is mainly acquired rather than learned. Learning,
according to Krashen, is when language is attained by some sort of formal instruction.
There is a conscious awareness of rules, forms, and correctness. Krashen's
8

Comprehensible Input Hypothesis states that if a learner has enough comprehensible
input at the appropriate level, then he or she can achieve production in a second language.
Also according to Krashen, acquisition can occur with only comprehensible input
present. Krashen (1982) found, along with other researchers such as Hale and Budar,
Mason, Upshur, and Fathman (Chaudron, 1988; Long, 1983), that there was no benefit of
instruction with explicit vocabulary instruction over instruction that simply allowed
exposure to vocabulary words.
Even though Krashen claimed that explicit instruction directed at conscious
learning would not substantially contribute to the degree of acquisition by learners
(Chaudron, 1988), by explicitly explaining and discussing vocabulary, comprehensible
input is achieved. This coincides with Swain's Output Hypothesis which states that the
learning acquired by students is dependent upon explicit instruction. By focusing on not
only contextual clues, but on the accurate forms of words, students will succeed in
context learning activities in the classroom (as cited in Grabe & Stoller, 1997). Through
an extensive amount of research review, Long (1983) also concluded that there was
substantial data that indicated an advantage for learners to receive explicit vocabulary
instruction. Research concluded advantages in studies with both children and adult
learners, with beginner, intermediate, and advanced learners, and also in learners that
were in "language rich" and "language poor" environments. Explicit strategies in making
first language connections with the new words in the second language have also been
shown to have a positive effect on vocabulary acquisition for students learning German
(Moore & Surber, 1992).
9

Research within the ESL Classroom
One of the most relevant studies for this paper is the study undertaken by Robert
Clipperton (1994) in French immersion students. In this study, Clipperton associated the
acquisition of language as being on a continuum going from recognition to production.
Recognition referred to the occurrence of a learner recognizing a word and having a sense
of its meaning or being able to associate it with a particular object or situation.
Production referred to the occurrence of a learner not only understanding what the word
meant, but also understanding how to use the word. The learner who had achieved
production could produce original utterances, using the new vocabulary correctly. In
Clipperton's study, explicit strategies such as learning how to use a dictionary,
formulating a relevant definition, examining context clues, and associating the new word
with a word in the first language, were used to influence second language acquisition.
Strategies were shown to have a positive effect on second language acquisition—both
rate of acquisition and depth of acquisition (Clipperton, 1994).
Reading and writing within the ESL classrooms is also a specialized topic for
research. This is an especially valuable area of research because writing is an active
learning activity. It is a process in which ESL students can produce original utterances.
Therefore, it is a helpful tool in assessing a student's productive vocabulary (as opposed
to vocabulary that is only recognized or with which a student is somewhat familiar). A
learner's active role in language production can have a helpful influence on language
acquisition (Ellis, 1992). By combining methods, teachers increase the likelihood that a
learner will be willing and able to produce language. Earnst and Richard (1995)
presented an ethnographic study of an ESL classroom in Florida. This year-long study
10

focused on the approaches used for content, vocabulary, and language structure through
reading and writing. The integration of verbal and written skills was a key element in the
teacher's approach. There were themed units, time allotted for reading aloud, and taking
writing samples all the way through the writing process, to publication. In this
classroom, the combination of written and oral articulation was a success. Students not
only succeeded in acquiring knowledge about the core curriculum, their classroom, and
expressing themselves, but their abilities in oral language and writing skills also
improved. It is important to note here that when learners are able to productively use the
new vocabulary, they have, in fact, acquired the new vocabulary word (as opposed to
simply recognizing a word). One study substantiated that explicit vocabulary instruction
affects both the "recognized" and "produced" vocabulary. In fact, the productive
vocabulary went up from 13.19% to 63.62% with explicit instruction (Lee, 2003).
In view of the fact that much of the population of English language learners for
this study speaks Spanish as their first language, identifying particular connections
between English and Spanish is very important. In a study on the sound system of
Spanish, Helman (2004) illustrates some very interesting connections between the
phonics of Spanish speakers and their pronunciation (and therefore, writing) of the
English language. Key differences in consonant and vowel sounds in Spanish have a
significant effect on an individual's ability to speak/write English. This can cause
students who are reading silently to "hear" incorrect words in their minds—further
affecting their comprehension of the reading material. For example, in the Spanish
language the vowel i sounds like long e. So when a Spanish speaker who is learning
English reads the word rid, he or she is actually hearing the word reed or read in their
11

minds. Reflecting on how much they hear the word read in the classroom, the student
assumes that she knows that word—thus, had an incorrect comprehension of what is
being read. Helman also has specific suggestions for instructional methods for helping
teachers with ESL students whose first language is Spanish.
Conclusion
Through the work and research of other scholars, the importance of vocabulary
acquisition as related to reading comprehension and productive vocabulary use, the merit
of explicit instruction for ESL students has become abundantly clear. The combination
of increased numbers of ESL students in the K-12 classrooms and the push from
administrators and state/national agencies to make all children successful, teachers must
have more tools made available to them to assist the students in the classroom. The
implications of the study presented in this paper could be very important for current
students and for the educators that work with them. Chapter III concentrates on the
methodology, instrumentation, and data for this study.
12

CHAPTER HI
METHODOLOGY
Introduction
This study examined the differences between implicit vocabulary instruction and
explicit vocabulary instruction in ESL classrooms. This study required only that
participants be enrolled in the ESL program in the district and that the students and the
parents give permission for students' scores to be utilized for this study. (Refer to
Appendix A, Figures 1, 2, and 3.) This chapter discusses the participants, instruments,
and data analysis techniques employed in this research.
Subjects and Setting
The participants for this study were fifteen students enrolled in ESL classes in a
North Mississippi school district. A convenience sample was used to represent the target
population of ESL students in the state of Mississippi, grades four through twelve. Of the
participants, forty percent were male and sixty percent were female. In this sample, there
were four native languages represented: Chinese, Korean, Hindi, and Spanish. The
majority of the participants spoke Spanish as their native language (80%). Table 1 breaks
down the group of participants by gender and native language spoken. The goal of this
study was to provide a practical strategy that mainstream teachers can use to raise
vocabulary scores and reading comprehension among ESL students. All ESL students in
grades four through twelve who have been enrolled in an ESL program for at least one
year participated in this study.
13

Table 1. Demographics of Participants
Language
Chinese
Korean
Hindi
Spanish
Total
Males
1
0
1
4
6
%
6.67%
0.00%
6.67%
26.66%
40.00%
Females
0
1
0
8
9
%
0.00%
6.67%
0.00%
53.33%
60.00%
Total
1
1
1
12
15
%
6.67%
6.67%
6.67%
80.00%
100.00%
Instrumentation
The instrument used to evaluate the differences in the two groups of scores was an
original instrument developed by the researcher. The instrument was designed so that the
test items were in a similar format to those found on the Mississippi Curriculum Test.
There were two main sections on the test to correlate with the two objectives for this
study: vocabulary acquisition and reading comprehension. For the vocabulary
acquisition measures, there were two portions on the test: recognition and production.
The recognition portion of the test consisted of ten recognition items worth one point
each for a total maximum of ten points on this portion of the test. There were twenty
items on the production portion of the test, each worth up to two points each, for a total
maximum of 40 points on this portion of the test. For the reading comprehension
measures, there were ten items worth one point each, for a total maximum of ten points
on this portion of the test. In order to increase the validity and the reliability of this
instrument, it was reviewed by two language arts teachers. The instrument is reproduced
in Appendix A, Figure 4.
In scoring the items on the test, for the vocabulary-recognition portion, the items
were multiple choice. Scoring was objective; one point for each correct answer. Scores
14

ranged from 0 to 10 on this portion. On the second section of the test, the vocabulary-
production portion, the items were fill in the blank. In order to earn the maximum score
of two points for each item, the response had to be grammatically correct and spelled
correctly. A response that used the correct word but in the incorrect form or spelled
incorrectly earned one point. Incorrect responses earned no points. Scores ranged from 0
to 40 on the production portion of the test. For the vocabulary acquisition portion of the
test, the total measures ranged from 0 to 50. For the reading comprehension portion of
the test, the total measures ranged from 0 to 10.
For the vocabulary acquisition measures, participants took pre-tests to identify
whether or not they had any existing knowledge about the vocabulary that was the focus
for the particular unit. For this study, it was important to be able to identify the number
of vocabulary words that were gained (pre- versus post- scores) as opposed to identifying
only the number of vocabulary words that were known at the end of the unit (post-test
only). By administering pre-and post-tests, the researcher was able to remove any
influence of prior knowledge of these vocabulary words by the participants. By obtaining
several values for each participant and alternating the methods of instruction, the
researcher was able to help overcome the small sample size and the possibility of
maturation of the participants. This also helped to decrease the effect for a particularly
interesting or particularly uninteresting unit. From the time of approval from the
University of Mississippi Internal Review Board until the final analysis of the data was
approximately three months. Table 2 illustrates the timeline of the experiment with
reference to the pre-tests and the units of instruction.
15

Table 2. Timeline for experiment
Week
1
2
3
4
5
6
7
8
9
10
11
Action taken
Pre-test Units 1,2, & 3
No action
Unit 1 (Implicit Instruction)
Unit 2 (Explicit Instruction)
Pre-test Units 4, 5, & 6
No action
Data analysis
Experimental Design
The experimental design for this study was a quantitative design. Specifically, the
design was a quasi-experimental, single-group interrupted time-series design. This
research used a single group with no treatment (implicit instruction) and a treatment
(explicit instruction). The two methods of instruction were compared.
Procedure
The students who participated in this study were fifteen students enrolled in an
ESL program for at least one year. With institutional approval, school district approval,
and parental approval, the test scores for all fifteen students were collected and listed
with a numerical reference rather than by name. (Refer to Appendix A, Figures 1, 2, and
3 for approval documentation.) In this study, participants took part in six consecutive
reading units. These units were a part of the Scholastic Transition Program. (Refer to
Appendix A, Figure 5 for more information on this program.) This program contained
16

eight different books that are written on similar levels, of about the same length, and on
various topics. Within this program, there were also teacher-reviewed vocabulary lists
and classroom tested strategies for explicit vocabulary teaching. Four of these books
were used for this investigation. Each book was on the same reading level and the units
were designed to be of similar length. For this reason, two of the books used were done
in two parts. There were two different modes of instruction. In one mode of instruction,
implicit instruction, the ESL teacher utilized a standard method for teaching a reading
unit. In the other mode of instruction, explicit instruction, the ESL teacher utilized
specific strategies for explicit vocabulary instruction. Table 3 outlines the daily schedule
for each unit. It distinguishes the implicit instruction strategies from the explicit
instruction strategies.
The independent variable for this study was the mode of instruction—implicit
classroom instruction versus explicit vocabulary instruction. These modes were applied
to the same group of students, but alternated on the basis of the reading unit. (Refer to
Table 2 for the alternations of the units.) The dependent variables for this study were the
vocabulary gained and the reading comprehension scores—both of which were collected
on the basis of each reading unit (approximately every week).
For the vocabulary scores, the lowest possible score was 0 and the highest
possible score was 50. Since the focus of this study was to compare conditions with and
without explicit vocabulary instruction, the net number of words gained for each unit
were used. The post-test scores less the pre-test scores for a net score for each participant
was calculated in each instance. For the reading comprehension scores, the lowest
possible score was a 0 and the highest possible score was a 10.
17

Table 3. Implicit and Explicit Instruction Schedules
Day
1
2
3
4
5
6
Implicit Instruction Plan Explicit Instruction Plan
The teacher will pronounce the vocabulary words.
The students will look up the definitions of the words in the dictionary.
The teacher will review the
meanings of the words and their
parts of speech. The teacher will
introduce the story and discuss prior
knowledge. The students will read
the book independently.
Students will locate the vocabulary
words within the story. As a class,
they will discuss how the words are
used. The teacher will review any
rules concerning the parts of speech
used (i.e. verbs use "s" for third
person singular present tense). The
students will complete practice
work (i.e. fill in the blanks) with the
vocabulary words.
Review the meanings of the words and
their parts of speech. Students will
translate each of the vocabulary words into
their native language. Introduce the story
and discuss prior knowledge. Students
will read the book independently.
Students will locate the vocabulary words
within the story. As a class, they will
discuss how the words are used. The
teacher will lead the students in intensive
practice with these words orally. The
instructor will also indicate collocations,
common phrases, and/or idioms that may
be used with the words. The students will
complete practice work (i.e. fill in the
blanks) with the vocabulary words.
As a class, review the plot, characters, and outcome of the story.
Students will write original
sentences using the vocabulary
words. The teacher corrects the
sentences and answers any
questions that the students have
about them.
For each word in the word list, different
forms will be discussed. Students will
practice orally using the different forms.
The teacher will also indicate how the
syntax of the sentence can change the
forms that are used. (i.e. "a" would
indicate a singular noun; "some" would
indicate plural)
Test on vocabulary acquisition and reading comprehension
Three units were presented with implicit instruction and three units were
presented with explicit instruction. The range for total gain of vocabulary acquisition
over the three units would be from 0 (minimum) to 150 (maximum). The range for total
gain of reading comprehension over the three units would be from 0 (minimum) to 30
(maximum). The mean of total gain scores from the implicit instruction units were
compared with the mean of total gain scores from the explicit instruction units.
18

The hypotheses used for this analysis are as follows:
Hypothesis 1: H0i: |Ud=0 There is not sufficient evidence that there is a statistically
Hai: fid>0 There is sufficient evidence that there is a statistically
instruction alone.
Hypothesis 2: H02: (J-d=0 There is not sufficient evidence that there is a statistically
Ha2: M-d>0 There is sufficient evidence that there is a statistically
instruction alone.
For the first dependent variable (represented in Hypothesis 1), vocabulary
acquisition, the total net gain of the control (implicit) scores and the total net gain of the
treatment (explicit) scores were used to calculate a mean net gain for the implicit method
and a mean net gain for the explicit method. These means were used in the first t-test
analysis. For the second dependent variable (represented in Hypothesis 2), reading
comprehension, the total number correct of the control (implicit) scores and the total
19

number correct of the treatment (explicit) scores were used to calculate a mean net score
for each of the two methods. These means were used in the second t-test analysis. To
examine overall classroom performance during the units, descriptive statistics were run
on each student's average for each of the six units.
Analysis of Data
Two sets of test scores of a single group of fifteen students were analyzed to
determine if a statistically significant gain existed. The dependent t-test (paired t-test)
was used to determine if the mean net gains of the two groups of scores were
significantly different from one another. The t-test was chosen because it adjusts for the
distribution of the small sample size.(Gay & Airasian, 2003). The test was run first for
the vocabulary acquisition variable (refer to Hypothesis 1) and then again for the reading
comprehension variable (refer to Hypothesis 2). Statistically significant gains in the
means of the groups of scores (control vs. treatment) would indicate that explicit
vocabulary instruction does have an effect in ESL reading instruction. A positive
difference would be an indication of additional benefits (more vocabulary acquired
and/or higher reading comprehension) derived from the explicit instruction. In
examining the overall classroom performance, a higher average on units taught using
explicit vocabulary instruction would indicate an overall benefit for using explicit
vocabulary instruction in the classroom.
Conclusion
The entire span of this research project lasted approximately eleven weeks. This
time included the time allowed for the pre-tests, instruction, post-tests, and the data
analysis. The same amount of classroom time was spent on each unit and the time
20

between the pre-tests and the beginning of the units was comparable for each portion of
the study.
21

CHAPTER IV
DATA ANALYSIS
Introduction
The purpose of this study was to examine the differences of the vocabulary
acquired with implicit instructional methods versus the vocabulary acquired with explicit
instructional methods, and to compare the reading comprehension of the group with each
of the two instructional methods. As teachers have become even more challenged over
the last few years to meet the increasing needs of a diverse classroom, it is becoming a
necessity to have research-based strategies for implementation. In this study, two basic
questions were addressed:
1. Do explicit vocabulary instructional strategies affect vocabulary acquisition?
2. Do explicit vocabulary instructional strategies affect reading comprehension?
The hypotheses created to address these questions were:
Hypothesis 1: H0i: u<j=0 There is not sufficient evidence that there is a statistically
Hai: Ud>0 There is sufficient evidence that there is a statistically
instruction alone.
Hypothesis 2: H02: u<i=0 There is not sufficient evidence that there is a statistically
22

Ha2: Hd>0 There is sufficient evidence that there is a statistically
instruction alone.
Data Collection
A pre-test and post-test in vocabulary acquisition were administered to each of the
fifteen participants in order to calculate a net gain for the vocabulary presented in each
unit. A post-test in reading comprehension was administered to participants in order to
measure reading comprehension scores for each unit. Tables 11 through 16 in Appendix
B illustrate the entire data sets for each unit. Summary data for vocabulary acquisition is
depicted in Table 4 below; summary data for reading comprehension is depicted in Table
5 that follows. For convenience, the units are grouped together as implicit (1, 3, and 5)
and explicit (2, 4, and 6), with the total gains for each strategy calculated in the last
column for each grouping. These net gains for vocabulary acquisition and scores for
reading comprehension were components used to calculate the means used for the data
analysis computations.
23

Table 4. Summary Data for Vocabulary Acquisition
Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Imp. 1
10
8
20
10
13
10
20
8
25
24
24
3
5
11
29
Imp. 3
12
13
21
11
27
6
7
9
25
25
19
5
12
4
9
Imp. 5
-3
14
19
18
9
25
28
4
12
12
30
4
5
7
15
Total
Implicit
19
35
60
39
49
41
55
21
62
61
73
12
22
22
53
Exp. 2
14
12
28
19
10
7
25
8
36
21
40
6
6
4
27
Exp. 4
5
13
35
29
8
14
11
1
13
27
33
7
9
13
22
Exp. 6
15
6
29
21
12
18
18
6
27
21
30
9
5
1
8
Total
Explicit
34
31
92
69
30
39
54
15
76
69
103
22
20
18
57
Table 5. Summary Data for Reading Comprehension
Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Imp. 1
7
5
9
8
2
9
8
10
10
7
10
9
9
3
4
Imp. 2
9
8
8
8
7
10
7
9
9
9
9
5
6
5
0
Imp. 3
3
2
4
5
4
9
6
8
5
6
5
7
7
1
4
Total
Implicit
19
15
21
21
13
28
21
27
24
22
24
21
22
9
8
Exp. 1
6
7
8
.6
5
10
9
10
9
9
10
10
10
1
6
Exp. 2
3
5
6
7
6
8
7
10
4
7
8
7
7
4
7
Exp. 3
6
6
7
6
6
9
8
10
9
6
6
4
8
2
2
Total
Explicit
15
18
21
19
17
27
24
30
22
22
24
21
25
7
15
24

In addition to the recognition, production, and reading comprehension measures
taken, student averages for each unit were also analyzed using descriptive statistics. The
classroom grade averages for activities associated with each unit are listed in Table 6 .
The values shown in the chart are the raw scores for activities in the classroom associated
with each unit. Activities such as oral participation, fill in the blank worksheets, and
other classroom assignments go into the classroom teacher's computation of this grade.
The mean student score from classroom activities where implicit instruction was the
method of delivery was 63.98. The mean student score from classroom activities where
explicit instruction was the method of delivery was 68.67.
Table 6. Student Scores from Classroom Activities
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Implicit
1
61
42
82
65
31
93
83
94
82
74
83
91
89
30
56
Implicit
3
67
55
73
60
64
94
65
93
83
80
77
72
72
32
44
Implicit
5
26
28
44
47
38
91
65
85
61
46
55
77
74
17
38
Explicit
2
44
48
71
49
44
91
83
99
83
75
94
96
97
50
57
Explicit
4
50
41
65
71
60
87
79
97
57
69
80
85
76
35
58
Explicit
6
51
50
66
55
51
92
77
100
88
54
63
70
84
50
48
25

Data Analysis
The first t-test compared the means of the vocabulary acquired from the implicit
instruction strategies with the means of the vocabulary acquired from the explicit
instructional strategies (total implicit vs. total explicit columns for the summary data for
vocabulary acquisition in Table 4). The output from SPSS is reproduced in Table 7 and
Table 8. Using a 95% confidence interval, the t value was calculated to be 1.814 and the
p-value for a two-tailed test was calculated to be 0.091. Using the p-value 0.091 -f 2 (for
a one-tailed test), the significance level at which the HG could be rejected is 0.0455.
Table 7. Mean Scores for Vocabulary Acquisition
Pair Implicit
1
Explicit
Mean
41.6000
48.6000
N _^
15
15
Std.
Deviation
19.10796
28.12929
Std.
Error
Mean
4.93366
7.26295
Table 8. Paired Samples t-test results for Vocabulary Acquisition
Paired Differences
Mean
-7.00000
Std.
Deviation
14.94753
Std.
Error
Mean
3.85943
95% Confidence
Interval of the
Difference
Lower
-15.27766
Upper
1.27766
t
-1.814
df
14
Sig.
(2-tailed)
(p-value)
.091
26

The second t-test compared the means of the reading comprehension scores from
the implicit instruction strategies with the means of the reading comprehension scores
from the explicit instructional strategies (total implicit vs. total explicit columns for the
summary data for reading comprehension in Table 5). The output from SPSS is
reproduced in Table 9 and Table 10. Using a 95% confidence interval, the t value was
calculated to be .748 and the p-value for a two-tailed test was calculated to be 0.467.
Using the p-value 0.467 -
=
- 2 (for a one-tailed test), the significance level at which the H0
could be rejected is 0.2335.
Table 9. Mean scores for Reading Comprehension
Pair Implicit
1
Explicit
Mean
20.0000
20.4667
N
15
15
Std.
Deviation
5.35857
5.64253
Std.
Error
Mean
1.38358
1.45689
Table 10. Paired Samples t-test results for Reading Comprehension
Paired Differences
Mean
-.46667
Std.
Deviation
2.41622
Std. Error
Mean
.62386
95% Confidence Interval
of the Difference
Lower
-1.80472
Upper
.87139
t
-.748
df
14
Sig.
(2-tailed)
(p-value)
.467
27

Conclusion
In analyzing the t-test information for the vocabulary acquisition variable, the p-
value of 0.091 -=-2 for the one-tailed test, gives a 0.0455 value at which the H0 would be
rejected. With an a of 0.05, the H0 is rejected. In analyzing the t-test information for the
reading comprehension variable, the p-value of 0.467 -
=
- 2 for the one-tailed test, gives a
0.2335 value at which the H0 would be rejected. With an a of 0.05, the H0 is not rejected.
In comparing classroom scores between the two strategies, students scored slightly higher
on units that were taught using explicit vocabulary instructional techniques than on units
that were taught using only implicit vocabulary instructional techniques.
28

CHAPTER V
CONCLUSIONS & DISCUSSION
Introduction
Two strategies for instruction, implicit vocabulary instruction and explicit
vocabulary instruction, were compared for significant differences in student scores.
There were two hypotheses utilized for this study: the first hypothesis examined the
vocabulary acquisition variable; the second hypothesis examined the reading
comprehension variable. After examining these hypotheses using a dependent t-test, the
students' classroom scores were examined using descriptive statistics.
Discussion of Results
After testing the first hypothesis for vocabulary acquisition, the null hypothesis is
rejected. In common terms, this information indicates that for the scores obtained, there
was a statistically significant increase in students' scores when explicit vocabulary
instructional methods were used; there was an indication that explicit instruction does
increase student scores for vocabulary acquisition For the second hypothesis for reading
comprehension, the null hypothesis is not rejected. This indicates that there was no
statistically significant increase in the group's scores when explicit instruction was
utilized in the classroom; there is no indication that explicit instruction increases student
scores in reading comprehension.
Although not directly related to the hypotheses in this study, a comparison was
done to compare the overall classroom grades that each student earned on the units taught
using each of these methods (see Table 6). Using the scores from Table 6, the average
student score on the units taught using implicit instruction was 63.98 and the average
29

student score on the units taught using explicit instruction was 68.67. These descriptive
statistics indicate that students performed slightly better on the units taught with explicit
instruction.
Applications for the Classroom
Under the increased pressure for students to perform well on state-mandated tests,
classroom teachers and school districts all across the state of Mississippi are searching for
research-proven strategies to use in the classroom that will increase student performance.
In the discussion over the merits of explicit instruction (Chaudron, 1988), there has been
no definitive answer. Research has proven that more intensive vocabulary instruction
leads to increased vocabulary production (Rupley, 2005), and the results of this study
support that claim.
The comparison of the students' scores in the area of vocabulary acquisition
suggest that explicit vocabulary instruction does have a positive effect on the vocabulary
acquisition of ESL students in grades four through twelve. Based on the interpretation of
these results, it would be beneficial for school districts to provide professional
development for teachers in the area of explicit vocabulary instruction. Since explicit
vocabulary instruction is not just teaching "more of the same", but rather it is intensifying
the way the vocabulary is taught, there is no additional time required inside the
classroom. The emphasis of each lesson is just shifted; this is another positive reason that
explicit vocabulary instruction should be used.
Upon comparison of the students' scores in the area of reading comprehension,
the results do not suggest that explicit vocabulary instruction has a significant effect on
the reading comprehension scores of ESL students in grades four through twelve. Even
30

though these results alone do not suggest a need for professional development in the area
of explicit instruction, the increase in productive vocabulary associated with the first
hypothesis does lend itself to increased comprehension. Students who have a better grasp
of vocabulary have the ability to use context clues and other strategies to help with
comprehension.
An examination of students' classroom scores for the classroom activities
associated with these units, does suggest that students performed slightly better on the
units that utilized explicit vocabulary instruction. Overall, the students scored an average
of 4.69 points (5 points, rounded) higher on each unit. In the classroom for grades four
through twelve, that is half of a letter grade. For many students, five points is the
difference between failing and passing or between meeting or not meeting the state
benchmarks.
Since these scores (refer to Table 6) represent an overall average for all of the
classroom activities associated with the six units presented, they indicate that there is
increased overall comprehension with explicit vocabulary instruction. For many
teachers, even if a strategy helps only one student, the efforts expended on that strategy
are insignificant compared to a student's success in their classroom. With the increasing
variety of learning levels and the presence of special student populations in the
mainstream classrooms, teachers must be trained in an assortment of instructional
techniques to use in the classroom.
Limitations of Study
Since this study focuses on only fifteen ESL students out of the hundreds of ESL
students in classrooms all across Mississippi, this is the primary limitation of this study.
31

Under ideal conditions, this research would have been conducted with a larger student
sample.
Another limitation of this study deals with the second hypothesis in the area of
reading comprehension. The testing instrument only made use of ten items for
calculation of the means of the reading comprehension scores of the two groups. The
number of items was not sufficient for an adequate comparison of the two methods of
instruction. For this study, the number of items was focused more on the productive
vocabulary, at the expense of the reading comprehension items. This decision was made
to avoid creating an instrument that was overwhelming to administer or too large for the
students to take.
Implications for Future Research
There are several opportunities for future research in this area. First of all,
research that addresses the limitations of this study would be beneficial: a study that uses
a larger student population and a study that uses a larger-scaled instrument. A second
area for research would be a study that uses a stratified sample to see if explicit
instruction has a greater effect on certain functional levels (i.e. beginner, intermediate,
and advanced participants).
In May, 2008, the state of Mississippi launches its first year of the MCT2, which
is a different version of the MCT. It focuses more on depth of knowledge items and a
more rigorous curriculum standard. A study that compares ESL students' scores on the
MCT2 from this year (with implicit instruction) with ESL students' scores on the MCT2
from next year (with explicit instruction) would be extremely interesting. The study
would be much more involved: teacher training would need to be implemented;
32

comparable groups would have to be identified; and it could possibly involve multiple
school districts in order to find an appropriate number of participants for the study.
33

References
Apthorp, H.S. (2006). Effects of a supplemental vocabulary program in third-grade
reading/language arts. The Journal of Educational Research, 100(2), 67-79.
Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline
Books.
Chaudron, C. (1988). Major issues in second language classroom research. In C.
Chaudron (Ed.), Second language classrooms: Research on teaching and learning
(pp. 6-7). Cambridge, MA: University Press.
Clipperton, R. (1994). Explicit vocabulary instruction in French immersion. The
Canadian Modern Language Review, 50(4), 736-749.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J.Coady & T.
Huckins (Eds.), Second language vocabulary acquisition (pp. 225-237).
Cambridge, MA: Cambridge University Press.
Creswell, J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Ellis, R. (1992). Second language learning and second language learners: growth and
diversity. In R. Ellis (Ed.) Second language acquisition and language pedagogy
(pp. 194-212). Philadelphia, PA: Clevedon.
Ernst, C, & Richard, K. J. (1995). Reading and writing pathways to conversation
in the ESL classroom. The Reading Teacher, 48(4), 320-326.
Gay, L., & Airasian, P. (2003). Educational Research Competenciesfor Analysis and
Applications (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
35

Grabe, W., & Stoller, F. (1997). Content-based instruction: Research foundations. In
M.A. Snow & D.M. Brinton (Eds.), The content-based classroom: Perspectives
on integrating language and content (pp. 5-21). White Plains, NY: Longman.
Helman, L.A. (2004). Building on the sound system of Spanish: Insights from the
alphabetic spellings of English-language learners. The Reading Teacher, 57(5),
452-460.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly,
40(1), 109-131.
Hu, M., & Nation, P. (2000). Unknown vocabulary density and reading comprehension.
Reading in Foreign Language, 13, 403-430.
Krashen, S. (1982). Principles and practice in second language acquisition. London:
Pergamon.
Lee, S.H. (2003). ESL learners' vocabulary use in writing and the effects of explicit
vocabulary instruction. System, 31, 537-561.
Lesaux, N. K., & Siegel, L.S. (2003). The development of reading in children who speak
English as a second language. Developmental Psychology, 39(6), 1005-1019.
Long, M.H. (1983). Does second language instruction make a difference? TESOL
Quarterly, 17(3), 359-382.
Moore, J.C., & Surber, J.R. (1992). Effects of context and keyword methods on second
language vocabulary acquisition. Contemporary Educational Psychology, 12(3),
286-292.
Mor-Sommerfeld, A. (2002). Language mosaic. Developing literacy in a second-
new language: A new perspective. Reading Literacy and Language, 36(3), 99-
36

105.
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge:
Cambridge University Press.
National Center for Education Statistics. (2003). The condition of education, 2003.
Washington, DC: U.S. Department of Education, Office of Educational Research
and Improvement. Retrieved July 21, 2006, from
http://nces.ed.gov/pubsearch/pubsinfo.asp ?pubid=2003067
Pressley, M. (2001). Effective beginning reading instruction. Executive summary and
paper commissioned by the National Reading Conference. Chicago, IL: National
Reading Conference.
Reynolds, D. W. (2005). Linguistic correlates of second language literacy development:
Evidence from middle-grade learner essays. Journal of Second Language
Writing, 14(1), 19-45.
Rupley, William H. (2005). Vocabulary knowledge: Its contribution to reading growth
and development. Reading & Writing Quarterly, 21, 203-207.
Strickland, D., & Shanahan, T. (2004). Laying the Groundwork for Literacy.
Educational Leadership, 61(6), 74-77.
United States Census Bureau. (2002). Census 2000 supplementary survey. Retrieved
July 26, 2006, from
http://www.census.gOv/acs/www/Products/Profiles/Single/2003/ACS/Narrative/0
10/NP01000US.htm
37

Figure 1. Approval from South Panola School District
•
*Xkj-
South Panola School District
209 Boothe Street,
Batesville, Mississippi 38606
Phone (662) 563-9361
Fax (662) 563-6077
Web Site:
www.southpanola.kl2.ms.us
Providing Opportunities for Educational Excellence
Keith Shaffer, Ed. D., Superintendent
January 7.2008
University of Mississippi
Institutional Review Board
University, MS 38656
To Whom It May Concern:
The South Panola School District has received the request for educational research from
Deana Pittman. She has provided sufficient documentation concerning the extent of her
study and the safeguards provided for participants. We support her student and the
completion of it towards her degree from the University of Mississippi.
Should you need additional information regarding this matter, feel free to contact my
office.
Sincerely,/
Keith Shaffer,
Superintendent
39

Figure 2. Institutional Approval
From: Diane W. Lindlev
to: dpittman@spsd.k12.ms.us
Cc: eerdim@olemiss.edu
Sent: Friday, January 25, 2008 11:09 AM
Subject: IRB protocol 08-089, "A Comparison of Explicit and Implicit Vocabulary Instruction on
the Acquisition of Vocabulary and Reading Comprehension in English Language Learners in
Grades Four through Twelve"
Ms. Pittman:
Your IRB application, "A Comparison of Explicit and Implicit Vocabulary Instruction on the
Acquisition of Vocabulary and Reading Comprehension in English Language Learners in Grades
Four through Twelve," has been assigned the protocol number 08-089. Please refer to this
number in any correspondence with our office.
This protocol will be approved under 45 CFR 46.101(b)(1) Research conducted in
established or commonly accepted educational settings, involving normal
educational practices, such as (i) research on regular and special education
instructional strategies, or (ii) research on the effectiveness of or the comparison
among instructional techniques, curricula, or classroom management methods.
Due to the nature of your research, it is not necessary to obtain signed consent. I would suggest
sending a brief description of your study to the parents (basically that you would like to use their
children's scores but not their names in your dissertation research.) Ask them to contact you if
they do NOT want their children's scores used. Please send me a copy of this for your file.
If you have any questions, please do not hesitate to contact me.
Diane W. Lindley
IRB Coordinator
40

Figure 3. Informational Letter to Parents
ESL Services
Deana T. Pittman
Main classroom: Batesville Jr. High, Room 406
Email: dpittman@spsd.kl2.ms.us
Phone: 662-560-3847 or 662-563-4503
January 25, 2008
Dear Parents,
In our classroom, we will be using different types of vocabulary instruction for our
upcoming reading units. I want to compare two methods that I am using to teach
vocabulary. I hope that one of these methods will help my students to learn vocabulary
better than the other. I will be using the test scores of my ESL students that are in grades
4-12 for a project for school. The test scores will be used as part of the data for my
research for my dissertation at The University of Mississippi. ONLY THE TEST
SCORES WILL BE USED; NO NAMES WILL BE USED ANYWHERE IN MY
RESEARCH PAPER.
The class schedule will remain the same and students will not be doing any additional
work, we are just trying different methods to teach the vocabulary. If you have any
questions at any time, please feel free to call me at the either of the above numbers. Also,
if you do not want your child's scores to be used in this study, please contact me and let
me know. You can call me or you can send me a note in writing.
As always, thank you for all that you do to make our students successful. Your children
are a joy to teach!
Sincerely,
Deana Pittman
ESL Instructor
41

Figure 4. Instrument Used in Study
Unit 1: Chicken Sunday by Patricia Polacco
(Implicit Instruction)
Recognition Items
Circle the word that means the same or nearly the same as the underlined word in
each one.
1. solemn (adi)
a. happy
b. sad
c. serious
d. crazy
2. flutter (v)
a. to go around
b. to wave or flap
c. to run quickly
d. to mess up
6. suffered (v)
a. felt pain or distress
b. worked hard
c. touched softly
d. heard a loud noise
7. wagged (v)
a. thought about seriously
b. talked loudly
c. ate from a bowl
d. moved back and forth
3. moist (adi)
a. dry
b. wet
c. hard
d. soft
8. packet(n)
a. a small piece of material
b. a bag for holding clothes
c. a small package or bundle
d. a big, loud bird
glowed (v)
a. shined brightly
b. moved fast
c. burned up
d. became darker
9. glistened (v)
a. shined with light
b. covered with water
c. moved quickly
d. heard something
5. exchanged (v)
a. to become something different
b. to trade
c. to work out
d. to steal from someone
10. rumbles (v)
a. jumps up and down
b. falls over and over
c. makes a rolling sound
d. wrinkles
42

Production Items
Fill in the blank with the correct form of the word. Use the ten vocabulary words
from the previous page: solemn, flutter, moist, glowed, exchanged, wagged, suffered,
packets, glistened, rumbles.
1. I have to.
2. The dog _
my shirt at Wal-Mart; it is too big.
. its tail when we bring the food.
3. The church service was a very.
4. The butterfly
occasion.
from flower to flower.
down the road yesterday morning.
6. On the table at the restaurant, there were fourteen of sugar.
5. The garbage truck.
7. The flowers were
8. Many people have.
9. The night light
from the rainfall.
_ bad things in their lives.
in the darkness to help me find my way.
10. When the teacher handed back the tests, his face was very
11. Sometimes when my brother is hungry, his stomach .
12. The hummingbird was its wings outside the window.
13. I met a new friend at school today and we. . phone numbers.
14. My sister
everyday last week.
15. Did you get any of those little.
16. She is
her backpack back and forth from school to home
.of candy?
17. The rocks are
18. Her eyes were
time in over six months.
19. The girls' faces
20. The stars
with a cold this week.
with the water from the stream.
with tears when she saw her mother for the first
with sweat after working in the sun all day.
at night.
43

Comprehension: Circle the letter of the answer that best completes each phrase.
1. What does Miss Eula often do on the way home from church?
a. She admires the hat in Mr. Kodinski's hat shop.
b. She sings with a voice like slow thunder and sweet rain.
c. She buys chicken for a chicken dinner.
d. She stops to visit Mr. Kodinski.
2. What is the misunderstanding that occurs in the story?
a. Miss Eula thinks that the children have stolen a hat.
b. Mr. Kodinski thinks that the children have thrown eggs at his shop.
c. The children think that Miss Eula is keeping a secret.
d. Miss Eula does not believe the children are telling the truth.
3. Why do the children decorate Pysanky eggs?
a. They had colors left over from last year.
b. They want to give them to Miss Eula for Easter.
c. They want to take them to the Easter festival.
d. They want to convince Mr. Kodinski that they are good children.
4. How does Mr. Kodinski show the children that he believes they are good children?
a. He decides not to call the police on them.
b. He gives them five dollars.
c. He gives them the pink hat for free.
d. He tells them that there is no work in the shop.
5. What is so special about a Chicken Sunday?
a. It is a Sunday and they eat chicken.
b. It is a Sunday when they all feed the chickens together.
c. Everyone goes shopping for chicken on this Sunday.
d. They play a special game called "Chicken" on this day.
6. How did the children know how to decorate Pysanky eggs?
a. Miss Eula taught them how to make them.
b. They found the instructions in a book.
c. The author's mother showed them how to do it.
d. They learned by watching Mr. Kodinski.
7. When Mr. Kodinski saw the basket of eggs, how did he feel?
a. He felt good that he remembered something from his home country.
b. He was still angry with the children.
c. He was glad that he had a new way to make money.
d. He was confused because he did not know what they were.
44

8. Which of the following did the children NOT do?
a. The children ate cake and drank tea with Mr. Kodinski.
b. The children paid $5.00 for the hat for Miss Eula.
c. The children painted and sold eggs.
d. The children listened to Miss Eula sing in the choir.
9. Which of the following is true?
a. All of the children are Miss Eula's grandchildren.
b. None of the children are Miss Eula's grandchildren.
c. Some of the children are Miss Eula's grandchildren.
d. All of the children are Miss Eula's neighbors.
10. What is Miss Eula's request of the children?
a. She wants them to clean the kitchen one Sunday for her.
b. When she dies she wants them to take chicken soup to her grave.
c. She wants the children to sing in the choir on Sunday with her.
d. She doesn't ask the children for anything.
45

Unit 2: LonPoPo by Ed Young
(Explicit Instruction)
Recognition Items
each one.
1. disguised (v)
a. changed appearance
b. looked the same
c. created a plan
d. destroyed completely
6. pretended (v)
a. stole
b. copied
c. acted
d. kept
2. latch (v)
a. to enjoy
b. to lose
c. to replace
d. to secure
7. overjoyed (adi)
a. sad
b. happy
c. mad
d. afraid
3. cunning (adi)
a. funny or amusing
b. intelligent or smart
c. sly or cleaver
d. angry or mad
4. delighted (v)
a. had great pleasure
b. turned on the light
c. turned off the light
d. picked up trash
5. tender (adi)
a. bitter
b. salty
c. tough
d. soft
8. tumbled (v)
a. made a rolling sound
b. rolled over
c. laid straight
d. changed location
9. strength (n)
a. power
b. rope
c. weak
d. intelligence
10. peacefully (adv)
a. stressfully
b. energetically
c. calmly
d. strongly
46

Production Items
from the previous page: disguised, latch, cunning, delighted, tender, pretended,
overjoyed, tumbled, strength, peacefully.
1. The children
2. The wolf was very
into the house.
3. The children were
saw all of the presents under the tree!
4. On Halloween, many children
to be animals in the zoo yesterday.
; he tricked the children into getting
on Christmas morning when they
themselves as animals or
television characters and go out to ask for candy.
5. The grocery sack fell out of the car and.
ground.
onto the
6. The babies were all finally sleeping.
7. Can you your voice to sound like someone else?
8. The vegetables had been cooked until they were very
9. We should the door so that it won't come open.
10. A person needs a lot of.
boxes.
11. The cheerleaders can
to pick up those heavy
across the floor.
12. It was such a.
street at all.
13. Did you
night—there were no cars on the
the top of the box?
14. There is an old saying that there is "_ in numbers."
15. The patients at the hospital will be.
visitors come in the door!
16. He is a very
the enemy's territory.
17. The baby cannot eat that meat, it not.
when all of the
warrior; he knows how to sneak into
enough.
47

18. Can we that we are going on a trip to Mars?
19. The students were at the idea of going on a field
trip to the space station.
20. The ride to the space station was not going to be
at all—the students would all be talking and yelling!
48

1. Who stays at home with Shang?
a. her mother
b. her older sisters
c. her younger sisters
d. no one
2. How does the writer describe Shang?
a. silly
b. clever
c. young
d. old
3. What happens to the wolf at the end of the story?
a. He runs away.
b. He says, "I'm sorry."
c. He dies going up in the tree.
d. He is killed by a hunter.
4. How did the wolf get into the house?
a. The wolf climbed in the window.
b. The wolf came in when the children were gone to the market.
c. The wolf went down the chimney into the house.
d. The wolf tricks the children into letting him into the house.
5. How does Shang get rid of the wolf?
a. She plays a trick on him.
b. She scares him away.
c. She calls a neighbor for help.
d. She does not get rid of the wolf; her mother does.
6. When the children were in the tree, why do you think they told the wolf that the
gingko nuts were good and tender?
a. They wanted him to try one if he had never had one.
b. They were trying to talk him into coming up in the tree.
c. They were trying to be friendly.
d. They did not like gingko nuts and wanted the wolf to eat them all.
7. Why do you think the children latched the door once they were back inside the house?
a. They did not want to take a chance on anyone else coming in the house.
b. The wolf was still walking around outside and they were afraid.
c. They did not want the cold air to get inside the house.
d. The children did not latch the door once they were back inside the house.
49

8. Which of these actions shows that the wolf is cunning!
a. The wolf growled at the children so that they would open the door.
b. The wolf made the children laugh with his bushy tail.
c. The wolf pretended his tail was strings to make a basket.
d. The wolf was killed at the end of the story.
9. Who did the wolf pretend to be in this story?]
a. the children's oldest sister
b. the children's neighbor
c. the children's grandmother
d. the children's mother
10. When the children saw that their mother had returned, how did they feel?
a. overjoyed
b. cunning
c. strength
d. pretended
50

Unit 3: If You Lived at the Time of the Great San Francisco Earthquake
By Ellen Levine
(Section 1: Implicit Instruction)
Recognition Items
each one.
1. earthquake (n)
a. the water on the earth
b. the noise on the earth
c. the weather on the earth
d. a movement of the earth
6. alive (adi)
a. not living
b. metal-like
c. far away
d. full of life
collapsed (v)
a. crashed into each other
b. fell down
c. expanded
d. rained down from above
7. waves (n)
a. curls or turns
b. disturbances or vibrations
c. tires or disks
d. money or funds
3. detective (n)
a. investigator
b. doctor
c. thief
d.teacher
4. stampede (n)
a. a rush or crowd
b. a large crack
c. an electric car
d. a postage mark
5. splitting (v)
a. closing
b. opening
c. rumbling
d. pouring
8. warnings (n)
a. heats
b. crashes
c. movements
d. signals
9. crouched (v)
a. opened
b. disturbed
c. bended
d. fell
10. unexpected (adi)
a. regular
b. surprising
c. frightening
d. happy
51

Production Items
from the previous page: alive, splitting, unexpected, waves, warnings, earthquakes,
collapsed, stampede, detective, crouched.
1. All of the people trying to get out during the fire caused a .
2. The teacher gave the boys two.
down away from everyone else.
3. I hope that house does not
4. Are the flowers
and then she made them sit
! The firemen are still inside!
or dead?
5. The children were.
sister.
6. There was a huge _
many homes.
7. The farmer was
8. The
behind the door to scare their little
in San Francisco; it destroyed
the pile of corn into two smaller piles.
9. The new car was an
thought she was getting a new television for graduation.
10. After the big fire, there were.
the street.
wanted to find out who really stole the money.
. gift from her parents; she
of smaller fires all down
11. The people were just glad to be. after the tragedy.
12. There were _
in bed!
13. There was a
visitors late that night; we were already
bell before the competition began so
that everyone would know it was time to start.
14. The building during the tornado.
15. There are two police working on the case now.
16. The leopard on the forest floor waiting on the deer.
17. The big sale caused a huge. of people in the store.
52

18. I have never been in any in my life. I think the
ground shaking would be very scary!
19. A movement in the water will cause in the area around
it.
20. The tree was in two during the big storm.
53

1. What did San Francisco look like after the earthquake?
a. There was water everywhere.
b. Buildings had collapsed everywhere.
c. The earthquake did not hurt San Francisco.
d. The city was dark during the night and the day.
2. In trying to find out how many people died during the earthquake, which was NOT
one of the ways Mrs. Hansen used?
a. watching television
b. reading old newspapers
c. searching official city books
d. writing letters
3. Which of these was a warning that an earthquake was about to happen?
a. A loud bell sounded throughout the city.
b. The animals were acting very strangely.
c. The newsboy ran through the streets yelling about it.
d. The dam burst and water filled the city.
4. What did Mr. Dakin do so that the soldiers would save his house from burning?
a. He paid them money to save his house.
b. The soldiers did not save his house; it burned down.
c. He raised his best flag up the flagpole on his roof.
d. He told them that he was a very important person in the army.
5. How did the townspeople save the important papers and books from burning?
a. They soaked them with water and beer.
b. They put them all on a boat in the water.
c. They locked them in the vault at the bank.
d. The papers were not saved; they all burned.
6. How did the banker save the money in his bank from burning?
a. They soaked it with water and beer to keep it from burning.
b. They put all of the money on a boat in the water.
c. They locked it in the vault at the bank.
d. The money was not saved; it all burned.
7. Which of the animals almost drowned because of the earthquake?
a. zoo animals
b. stable horses
c. caged birds
d. none
54

8. How long ago did this earthquake take place?
a. exactly one hundred years ago
b. more than one hundred years ago
c. less than one hundred years ago
d. about ten years ago
9. Which of these was NOT a problem after the earthquake?
a. There were dead animals and people in the streets.
b. Fires spread throughout the city.
c. The television stations were all off the air.
d. The streets had gigantic cracks in them.
10. Which was the most likely reason that so many people were moving?
a. They were afraid of another earthquake.
b. They did not like San Francisco.
c. They were moving to bigger cities for jobs.
d. Their homes were collapsing and it was dangerous.
55

Unit 4: If You Lived at the Time of the Great San Francisco Earthquake
By Ellen Levine
(Section 2: Explicit Instruction)
Recognition Items
each one.
1. bundles (n)
a. several things tied together
b. people who lost their homes
c. rubber cords used for jumping
d. swollen parts of an area
2. frightened (adi)
a. poor
b. tall
c. afraid
d. brave
3. thieves (n)
a. people who use drugs
b. people who steal
c. people who get free food
d. people who work in cable cars
4. destroyed (v)
a. ruined
b. rebuilt
c. told
d. gave
5. refugees (n)
a. people who steal
b. people who get free food
c. people who work in cable cars
d. people who are homeless
6. shack (n)
a. a small house
b. several things tied together
c. small amount of food
d. tiny boat used in ponds
7. separated (v)
a. added
b. divided
c. counted
d.increased
8. inspector (n)
a. a person who investigates
b. a person who steals
c. a person who sings
d. a person who speaks
9. scraps (n)
a. bags for carrying things
b. electric cars
c. small pieces
d. types of music
10. humor (n)
a. knowledge
b. ability to see in the dark
c. temporary houses
d. quality of being funny
56

Production Items
from the previous page: bundles, frightened, thieves, refugees, humor, scraps,
inspector, separated, shack, destroyed.
l.The
2. How many
. broke into the store and took all of the money.
_ of napkins do we need?
3. There was not much chicken left—only
4. During the earthquake, many of the homes were
5. The fire destroyed all of the houses on the street. It burned the big mansions and the
little too.
6. Do we need to
7. After the war, many _
for safety.
8. We will need several.
are safe to live in again.
9. The children were
10. The man had a good sense of.
no home and no money.
11. Many people were glad to live in a.
to be alive!
the two boys so they will not talk?
immigrate to other countries
to make sure that the homes
. by the big dog.
even though he had
-it was enough just
12. Can you bring in a.
13. Are you a.
States?
of firewood for the night?
or were you born here in the United
14. The movie will.
to see it.
the children. They are too young
15. Did the police catch the
16. Many families were
post ads to find each other.
after the storm. They had to
57

17. Do you have a
one.
of paper that I can use? I just need a small
18. Did the visit yet? Can we begin building the next
room?
19. Sometimes, was the only way that people could keep
from crying over the bad situation.
20. A storm can one home and leave another perfectly
standing. It is amazing!
58

1. Which was NOT one of the problems that people faced?
a. Fires were burning their homes
b. "Looters" were stealing their things.
c. Many people had to sleep outdoors.
d. The soldiers were mistreating people.
2. What were the people called that could no longer live in their homes?
a. looters
b. refugees
c. thieves
d. detectives
3. Which of the following is TRUE during this time?
a. The thieves were hung in the streets.
b. People lived in army barracks.
c. There was plenty of clean water for everyone.
d. The cable cars were still running fine.
4. What did relief stations do?
a. helped find lost people
b. helped find jobs for people
c. helped people to get food
d. helped with building new homes
5. How did the people of San Francisco get help?
a. People sent money and things to help.
b. The government gave everyone money.
c. The churches built new houses for many people.
d. There was no help; they had to start over.
6. Why were people not allowed to cook in their homes after the earthquake?
a. People had to buy hot food from the government.
b. There was no gas to use for cooking.
c. The chimneys were not safe.
d. The restaurants were serving free food.
7. Why did it take so long to put out the fires in San Francisco?
a. The firefighters refused to work.
b. There was no water to use.
c. People would not let the fire trucks through the street.
d. There was another earthquake that started more fires.
59

8. Which was NOT a way that the fires were put out?
a. dynamite
b. water from the bay
c. wind changed directions
d. it rained after three days
9. What took the longest to do after the earthquake?
a. clean the streets
b. deliver the mail
c. ride the cable cars
d. buy food at the store
10. What was the main idea of this book?
a. Firefighters had a difficult time after the Sand Francisco Earthquake.
b. Government housing is not very good.
c. The San Francisco earthquake caused many difficult times.
d. The biggest earthquake in the world was in San Francisco in 1906.
60

Unit 5: If Your Name Was Changed at Ellis Island by Ellen Levine
(Section 1: Implicit Instruction)
Recognition Items
each one.
1. migration (n)
a. people of good character
b. movement from place to place
c. group of people
d. change in an area
6. crammed (v)
a. crowded
b. created
c. crippled
d. crazed
catastrophe (n)
a. punctuation
b. sadness
c. storm
d. disaster
7. filth (n)
a. after fourth
b. dirt
c. spotless
d. instrument
persecution (n)
a. bad treatment
b. promotion
c. baggage
d. electrical shock
8. contagious (adj)
a. spread from person to person
b. able to earn money easily
c. unable to work well with others
d. will fit in a container
reunited (v)
a. became light again
b. restarted something
c. brought together again
d. rebuilt an area
9. exposed (v)
a. left a building
b. put in place
c. destroyed
d. made known
5. frequently (adv)
a. always
b. once
c. never
d. often
10. hurdle (n)
a. pain
b. problem
c. person
d. protection
61

Production Items
from the previous page: migration, catastrophe, persecution, reunited, frequently,
crammed, filth, contagious, exposed, hurdle.
1. The ship
2. Hurricane Katrina was a huge.
too many people into the small rooms.
in American history.
3. There are
goes out many times a month.
4. There was a horrible
II.
problems with the electricity—sometimes it
of the Jews during World War
5. Every year there is a huge.
out Mexico.
6. Students now have the.
they can graduate.
of butterflies through
of state tests to deal with before
7. Were all of the parents _
the storm?
8. The cellar had so much
with their lost children after
9. Be careful with the bandage or you will.
wound.
that we could hardly breathe.
the
10. Don't,
backpack!
11. Many students are home with the flu because they are
all of your papers in the bottom of your
12. The
to problems finding housing.
13. You have one last
. of people to the cities to find jobs often leads
before you finish the course.
14. The scandal involving the President was
television.
15. What a
on
.! Let's clean it up!
16. Some women complain of. at their workplaces.
62

17. All of the graduates from 1950 were
celebration.
in 2000 for a big
18. Do all of the rooms in this hotel have this much ? If so, I
will not be staying here!
19. Is your condition ? If not, I would like to come visit
you.
20. People that come to the United States from other countries are
asked if they have a passport.
63

1. Which is NOT a reason that a person might leave their homeland?
a. There was a catastrophe.
b. They wanted to leave their families.
c. They needed to earn more money.
d. They were being treated badly.
2. What is this book mostly about?
a. why people left Europe
b. the problems that immigrants had with one another
c. what happened to immigrants at Ellis Island
d. how Ellis Island got its name
3. Which of the following happened to immigrants at Ellis Island?
a. They were imprisoned.
b. They were checked for disease.
c. They were beaten.
d. They were enrolled in college.
4. What was the main difference between first class and third class on the ship?
a. Only people who spoke English could ride in first class.
b. Only people who spoke English could ride in third class.
c. First class was crowded and filled with filth.
d. Third class was crowded and filled with filth.
5. Which was the main reason that many people died on the ships?
a. sickness
b. age
c. crime
d. food poisoning
6. Which of the following was TRUE about Ellis Island?
a. Everyone there had to speak English.
b. People there spoke many languages.
c. Only criminals were sent through Ellis Island.
d. Ellis Island was where the sick people were sent.
7. Why were chalk marks put on people's clothing?
a. so the examiners would know the problems
b. so the baggage claim could keep up with it
c. so the ship personnel would know what class you were in
d. so that family members could keep up with one another
64

8. Which of the following was NOT an option for people at Ellis Island?
a. sent to the hospital
b. returned to their home
c. sent to prison
d. allowed to travel
9. Which of the following is NOT TRUE?
a. Everyone that came through Ellis Island was given a mental exam.
b. Everyone that came through Ellis Island was given a physical exam.
c. Everyone on the ship did not have to come through Ellis Island.
d. All immigrants did not come to America by their own decision.
10. Which of the following did the steerage passengers often eat?
a. fresh herring and fresh fruit
b. fresh herring and potatoes
c. chicken and potatoes
d. chicken and bread
65

Unit 6: If Your Name Was Changed at Ellis Island by Ellen Levine
(Section 2: Explicit Instruction)
Recognition Items
each one.
1. inferior (adj)
a. better quality
b. worse quality
c. same quality
d. no quality at all
courageous (adj)
a. scared
b. brave
c. distraught
d. overjoyed
2. supporting (v)
a. studying
b. sailing
c. worrying
d. helping
7. source (n)
a. ending place
b. middle point
c. pressure point
d. beginning place
3. separation (n)
a. a wedding
b. a space or gap
c. a cutting device
d. a portion or part
4. mystery (n)
a. contraption for steering
b. heartfelt story
c. something unknown
d. a witch
8. descendants (n)
a. crew members
b. workers in a union
c. family members
d. passengers on a boat
9. secret (adj)
a. rich
b. hidden
c. exposed
d. unequal
5. vetoed (v)
a. prohibited an idea
b. put shoes on an animal
c. went to war
d. taught a concept
10. discrimination (n)
a. a nation where there is a king
b. a way of steering a ship
c. treating people differently
d. place where criminals are kept
66

Production Items
from the previous page: inferior, supporting, separation, mystery, vetoed,
courageous, source, descendants, secret, discrimination.
1. The ship's captain was very ; he stayed outside during
the big storm.
2. Who is her while she is in school and cannot
work?
3. The whole thing is a big . No one knows where the
money went.
4. She is a of Thomas Jefferson—he was President
of the United States many years ago.
5. Do you think your mom will our plans for the weekend?
6. The of the problem is that red wire right there. It
caused the fire.
7. You can get an brand of clothing for less money
if you want.
8. I did not realize that there was such in the
larger corporations against women.
9. The United States is founded on of church
and state so that one does not interfere with the other.
10. The doorway was covered with plants so it
could not be seen from the house.
11. When you write an essay, you have to have an introduction and several
paragraphs to tell the details.
12. Do you like to read books? I do! I like trying to
figure out what happened!
13. Where is the of the river? Does it begin up North or
out West?
14. Small children like to tell to each other. It is fun
sharing something special with your best friend.
67

15. is something that needs to be stopped.
Everyone should have equal opportunities!
16. How many of you are from someone that came
to the United States from Europe?
17. He is a warrior; he is not afraid to die in battle!
18. The President the decision to raise taxes. He did
not want the people to have to pay more taxes this year.
19. After the of Korea into North Korea and South
Korea, there have been many problems. The two areas have very different views.
20. Do not buy something just because it is cheap; it may be
in quality. It is better to spend a little more money for a better one!
68

1. Why did an immigrant coming to America have to have money?
A. You had to pay a fee to get off of the boat at Ellis Island.
B. The government wanted to be sure you could pay for your needs.
C. The medical exam cost $2.00.
D. You had to pay for an interpreter if you did not speak English.
2. Which of these was NOT a reason that a person could be deported?
A. You could not read English.
B. You had committed a crime.
C. You had no money to pay for your clothes and food.
D. You had a disease that other people could catch.
3. There were two kitchens at Ellis Island: a regular one and another one for the
A. sick people
B. religious Jews
C. ship's crew
D. rich people
4. In 1914, what did Commissioner Howe do to change Ellis Island?
A. He passed a law that said there would be no more inspections.
B. He passed a law that said if you were sick, you were deported.
C. He passed a law that did not allow immigrants to come into Ellis Island.
D. He passed a law that allowed for school, training, and recreation at Ellis
Island.
5. Where did the "Staircase of Separation" go?
A. hospital, kitchen, or school
B. railroad, ferry, or detention rooms
C. hospital, railroad, or police department
D. kitchen, school, or detention rooms
6. Which was something that the immigrants liked about Ellis Island?
A. the food
B. the examinations
C. the dormitories
D. the mass of people
7. Which two groups of people had the fewest number that returned to their home
countries?
A. English and Irish
B. Italian and Jewish
C. Irish and Greek
D. Jewish and Irish
69

8. What did the Declaration of Independence, signed July 4, 1776, say?
A. It said there would be no more immigration.
B. It told the immigrants the laws of the United States.
C. It said that there would be a President elected every four years.
D. It told the King of England what made the colonists angry.
9. What was one way that groups of people were discriminated against?
A. Community groups taught English classes for the new immigrants.
B. Certain immigrant groups were not allowed to get jobs.
C. President John Tyler invited foreigners to "come and settle" in the U.S.
D. Groups of people brought food to Ellis Island for the immigrants.
10. What is the BEST reason that immigration is good for the United States?
A. Many immigrants invented new things.
B. The hospitals received many new patients.
C. The schools had new students that needed to learn English.
D. Many immigrants were deported back to their home countries.
70

Figure 5. Additional Information on Scholastic Program
Scholastic Transition Program
Level C, For Intermediate/High Intermediate Language Learners
Contributing Authors:
• Dr. Eleanor Thonis, Psychologist, Wheatland School District
• Dr. Alfredo Schifini, Professor of Curriculum and Instruction, California State
University
• Dr. Adria Klein, Professor of Reading, California State University
• Dr. Maria Quezada, Associate Professor of Educational Administration,
California State University
• Jesus Cervantes, National Consultant for Scholastic Inc.
Copyright © 1998
Scholastic Inc.
Instructional Publishing Group
555 Broadway
New York, New York 10012
Books used:
Chicken Sunday by Patricia Polacco
Lon Po Po by Ed Young
If You Lived at the Time of the Great San Francisco Earthquake by Ellen Levine
If Your Name Was Changed at Ellis Island_ by Ellen Levine
71

Table 11. Data for Unit 1
Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
16
9
17
15
8
38
23
36
7
15
9
43
39
4
7
Post-
Test
26
17
37
25
21
48
43
44
32
39
33
46
44
15
36
Total
Gain
10
8
20
10
13
10
20
8
25
24
24
3
5
11
29
220
Comprehension
7
5
9
8
2
9
8
10
10
7
10
9
9
3
4
110
73

Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
0
1
3
0
9
34
13
41
2
9
4
40
41
0
0
Post-
Test
14
13
31
19
19
41
38
49
38
30
44
46
47
4
27
Total
Gain
14
12
28
19
10
7
25
8
36
21
40
6
6
4
27
263
Comprehension
6
7
8
6
5
10
9
10
9
9
10
10
10
1
6
116
74

Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
10
2
12
9
2
38
23
39
13
10
13
42
30
3
10
Post-
Test
22
15
33
20
29
44
30
48
38
35
32
47
42
7
19
Total
Gain
12
13
21
11
27
6
7
9
25
25
19
5
12
4
9
205
Comprehension
9
8
8
8
7
10
7
9
9
9
9
5
6
5
5
114
75

Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
8
3
0
7
22
33
33
46
28
7
7
43
32
2
1
Post-
Test
13
16
35
36
30
47
44
47
41
34
40
50
41
15
23
Total
Gain
5
13
35
29
8
14
11
1
13
27
33
7
9
13
22
240
Comprehension
3
5
6
7
6
8
7
10
4
7
8
7
7
4
7
96
76

Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
14
4
5
4
9
21
7
41
24
4
0
38
34
5
3
Post-
Test
11
18
24
22
18
46
35
45
36
16
30
42
39
12
18
Total
Gain
-3
14
19
18
9
25
28
4
12
12
30
4
5
7
15
199
Comprehension
3
2
4
5
4
9
6
8
5
6
5
7
7
1
4
76
77

Student
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-
Test
6
5
2
4
9
29
19
44
16
3
3
41
39
4
17
Post-
Test
21
11
31
25
21
47
37
50
43
24
33
50
44
5
25
Total
Gain
15
6
29
21
12
18
18
6
27
21
30
9
5
1
8
226
Comprehension
6
6
7
6
6
9
8
10
9
6
6
4
8
2
2
95

VITA
Deana Turner Pittman was born on January 19, 1972, in Grenada, Mississippi.
She graduated from Kirk Academy in Grenada, Mississippi, in 1990. In December, 1991,
Deana received an Associate of Arts in Business Administration from Holmes
Community College in Grenada, Mississippi. She earned a Bachelor of Science Degree
in Marketing (emphasis in Advertising) from the University of Mississippi in August,
1993.
In 1999, Deana completed the requirements for the Alternative Route Educator's
License and began her career in education. Since entering the field of education, Deana
has taught science in grades 7-12, math in grades 9-12, Spanish for 8th
grade, and ESL for
grades K-12. She has also taught as an adjunct instructor for Northwest Community
College for four years.
Deana is currently the ESL Services Coordinator for the South Panola School
District in Batesville, Mississippi. She received the honor of Teacher of the Year in
2002-2003. She is an active member of Alabama-Mississippi TESOL. She resides in
Batesville with her husband Kerry and her daughter Abbi, where she is an active member
of Sardis Lake Baptist Church and Vice-president of Batesville Junior Woman's League.
79

A Comparison Of Explicit And Implicit Vocabulary Instruction On The Acquisition Of English Vocabulary And Reading Comprehension In English Language Learners In

Recommended

Recommended

More Related Content

Similar to A Comparison Of Explicit And Implicit Vocabulary Instruction On The Acquisition Of English Vocabulary And Reading Comprehension In English Language Learners In

Similar to A Comparison Of Explicit And Implicit Vocabulary Instruction On The Acquisition Of English Vocabulary And Reading Comprehension In English Language Learners In (20)

More from Andrew Parish

More from Andrew Parish (20)

Recently uploaded

Recently uploaded (20)

A Comparison Of Explicit And Implicit Vocabulary Instruction On The Acquisition Of English Vocabulary And Reading Comprehension In English Language Learners In