1. +
The Effects of Explicit Instruction Using
Elaborated Word Exposure on Vocabulary
Acquisition in a Fourth-Grade Classroom
Chelsey Martin
University of Arkansas
Old Wire Road Elementary
Spring 2015

2. +
Introduction

3. +
Rationale
 Mentor teacher recommendation based on MAP scores as
seventy percent of the students scores were below grade level
for Vocabulary Acquisition and Use
 The National Center for Education Statistics (2014) found that
many students struggle to achieve basic proficiency in reading
 Studies show that reading comprehension and vocabulary are
strongly correlated and word knowledge can predict how well
students will be able to comprehend texts they read in high
school

4. +
Purpose of Study
 The purpose of this study was to investigate the effects of
explicit instruction using elaborated word exposure on
vocabulary acquisition in one fourth-grade classroom.

5. +
Definition of Terms
Term Definition
Explicit instruction Formal, direct instruction
Elaborated word exposure Instruction of vocabulary through
focused, repetitive exposure to word
meanings
Vocabulary Information stored in memory
concerning the pronunciation and
meanings of words
Vocabulary acquisition The process of learning words in a
language

6. +
Research Question
 Does explicit instruction using elaborated word exposure
improve the vocabulary acquisition skills of students in one
fourth-grade classroom?

7. +
Review of Literature – Vocabulary
Acquisition
Source Research
Cohen and Johnson (2010);
Cunningham and Stanovich (1997);
Goldstein, Jackson and Lugo-Neris
(2010)
Vocabulary acquisition is important
because it not only helps students
develop further reading ability and
comprehension, but it helps students
develop and produce language.
Brabham, Buskist, Baugh, Henderson,
and Paleologos (2012); Cohen and
Johnson (2010)
Many students begin school with limited
vocabularies, which affects not only
their vocabulary acquisition, but their
reading comprehension, reading
fluency, and academic achievement in
all areas.

8. + Review of Literature – Explicit Instruction
Source Research
Labbo, Love, and Ryan (2007) Implementing explicit instruction helps
teachers more effectively teach
students specific ways to develop and
acquire vocabulary.
Brabham, Buskist, Baugh, Henderson,
and Paleologos (2012); Krashen
(2012); Labbo, Love, and Ryan (2007);
Marzano (2003)
Explicitly teaching vocabulary has the
potential to expand word learning for
students with rich vocabularies and
accelerate vocabulary acquisition for
students with less developed
vocabularies.

9. + Review of Literature – Elaborated Word
Exposure
Source Research
Stahl (2005) Word exposure is beneficial for storing
and processing vocabulary knowledge,
thereby facilitating subsequent word
recognition.
Coyne, McCoach, and Kapp (2007) Word exposure is important for the
maintenance of vocabulary knowledge,
which contributes to long-term
retention.
Labbo, Love, and Ryan (2007) A vocabulary flood (accelerating
children’s engagement with vocabulary
words) helps children notice, name,
and make meaning out of words by
thinking about them, talking about
them, and using them in writing on
multiple occasions.

10. +
Methodology

11. +
Research Question
 Does explicit instruction using elaborated word exposure
improve the vocabulary acquisition skills of students in one
fourth-grade classroom?

12. +
Participants
 19 students
 18 participants
 12 females, 6 males
 2 students receive
resource services
 100% return rate of
Informed Consent and 1
declined
 A code was established
to maintain confidentiality
56%33%
5% 6%
Hispanic
White
Black
Pacific
Islander

13. +
Data Collection
 Pre and Post Assessments
 CORE Vocabulary Screening
 Vocabulary Knowledge Rating Scale (VKRS)
 Weekly Assessment Tools
 Ongoing Assessments
 Daily Scores
 Weekly Retention Scores
 Anecdotal Records

14. +
Evaluation Instrument: CORE
Vocabulary Screening
 The CORE Vocabulary Screening assessment is a measure of
reading vocabulary with no context to provide clues to the
meaning of the word. The task involves reading a word in a box
and choosing which of three answer choices means about the
same as the word in the box.
 The test was administered to the entire group in one setting.
The testing lasted approximately 20 minutes.
 The scores were calculated according to the CORE Vocabulary
Screening score guide and individual participant scores were
recorded.

15. +
CORE Vocabulary Screening Example

16. + Evaluation Instrument: Vocabulary Knowledge
Rating Scale (VKRS)
 The VKRS assessment is an interview-based assessment used
to assess student’s vocabulary knowledge on the 40 words
used in the study. The words came from the CORE Vocabulary
Screening and the school district fourth-grade vocabulary list.
 The test was not timed and was administered to the entire
group at one setting. The testing lasted approximately 10
minutes with each student.
 The scores were calculated according to knowledge rating and
individual participant scores were recorded. Each students’
vocabulary knowledge was noted.

17. +
VKRS Example

18. +
Grading for VKRS
 One point was given if students said they had never seen or
heard the word.
 Two points were given if the students said they had seen or
heard the word.
 Three points were given if the student gave the correct
definition of the word.
 Four points were given if the student gave the correct definition
of the word and correctly used the word in a sentence.

19. +
VKRS Grading Example

20. +
Evaluation Instrument: Weekly
Assessment Tools
 Weekly intervention assessments measured students' vocabulary acquisition
and retention of word meanings specific to the present study.
 The pre-intervention assessment was given on Day One and measured
knowledge of the five words before intervention each week. It is a multiple
choice format with one point being given for each correct response.
 The post-intervention assessment was given on Day Four and determined
students’ retention of the five words studied during the week. This assessment
also had words from the previous weeks to measure students' retention of
words learned previously. The student reads a word and then writes the
meaning of the word in his or her own words. One point was awarded for each
correct definition.
 Weekly word specific intervention scores were calculated into a percentage of
accuracy in order to be compared for weekly pre- and post-intervention data.
These scores were separate from the daily scores taken on Day One and Day
Four.

21. +
Weekly Pre-Intervention Example
Week Five Day One

22. +
Weekly Post-Intervention Example

23. +
Other Data Collection
 Daily scores were collected on the vocabulary words being
covered
 Weekly retention scores were collected on retention of word
meanings specific to the present study
 Anecdotal records

24. +
Intervention Schedule
Day 1 Day 2 Day 3 Day 4
Elaborated
Exposure
Focus
•Define words
•Read and
discuss words in
context
•Apply
acquisition of
words in writing
•Define
synonyms and
antonyms
•Reread and
discuss words
in context
•Apply
acquisition of
words in writing
•Visual
representations
of words
•Apply
acquisition of
words visually
through word
posters
•Review all
aspects of
exposure:
 in context
 definitions

synonyms/anto
nyms
 visually

25. +
Intervention Schedule Continued
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Words •futile
•scornful
•lively
•astonishing
•content
•locate
•familiar
•pleasant
•garbage
•view
•necessary
•essential
•roaming
•odd
•command
•peculiar
•slick
•examine
•expensive
•immense
•compassion
•wistfully
•trace
•honest
•sway
•plunge
•whirl
•gobble
•shiver
•capture
•canyon
•legend
•riddle
•wildlife
•pebble
•inert
•lateral
•clambered
•triumphant
•prestigious
Short
stories
“The
Enormous
Nose”
“The
Skeleton
Key”
“The Cherry
Tree”
“The Grape-
vines”
“The Closet
Creature”
“The
Fire
That
Would
Not
Burn”
“The
Story of
the
Buffalo
Stone”
“A
Gunpowder
Story”

26. +
Daily Rubric

27. +
Daily Rubric continued

28. +
Example of Student Work

29. +
Example of Student Work

30. +
Example of Student Work

31. +
Example of Student Work

32. +
Example of Student Work

33. +
Example of Student Work

34. +
Example of Student Work

35. +
Research Question
 Does explicit instruction using elaborated word exposure
improve the vocabulary acquisition of students in one fourth-
grade classroom?

36. +
Results

37. +
Results for CORE Vocabulary
Screening
24
30
28 28
26
25
28
29
26
25
26
16
29
25
28
27
26
27
28
30 29 29
28
30 29 29 29 29 29
18
30
26
29 29 29 30
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Vocabulary
Students
Pre-Test
Post-Test

38. +
Achievement Categories for CORE
Vocabulary Screening
0%
6%
94%
Pre-Intervention
Intensive
Strategic
Benchmark
0%
6%
94%
Post-Intervention
Intensive
Strategic
Benchmark
Benchmark: 23-30 words
Strategic: 15-22 words
Intensive: 0-14 words

39. +
CORE Vocabulary Screening t-test
Results
26.8 28.3
0
5
10
15
20
25
30
Pre-Test
Post-Test
Overall Average of CORE Vocabulary Screening
N Mean N Mean t t Stat p
17 26.8 17 28.3 2.11 1.91 0.074102
Pre-Test Post-Test
p=<.05

40. +
Sub-population CORE Results for
Gender
26.5
28.2
29.09 29.4
0
5
10
15
20
25
30
35
Females Males
Pre-Test
Post-Test
N Mean N Mean t t Stat p
11 2.54 5 1.2 2.17 1.90 0.081645
Females Males
p=<.05

41. +
Sub-population CORE Results for
Attendance
26.8 27.5
29.2 29.16
0
5
10
15
20
25
30
35
>94% <94%
Pre-Test
Post-Test
N Mean N Mean t t Stat p
10 2.4 6 1.6 2.16 0.92 0.371134
>94% <94%
p=<.05

42. +
Results for VKRS
71
103
98
76
89 89
105
88 89 91
115
63
101
89
74
87
68
96
79
117
111
103
130 132
138
110
103
124
146
98
132
105
123
126
107
149
0
20
40
60
80
100
120
140
160
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
DepthofVocabularyKnowledgeScores
Students
Pre-Test
Post-Test

43. +
Achievement Categories for VKRS
0%5%
67%
28%
Pre-Intervention
Advanced
Proficient
Basic
Below Basic
17%
39%
39%
5%
Post-Intervention
Advanced
Proficient
Basic
Below Basic
Advanced: 136-160 (85%-100%)
Proficient: 112-135 (70%-84%)
Basic: 82-111 (51%-69%)
Below Basic: 40-81 (25%-50%)

44. +
VKRS t-test Results
88.4
118.5
0
20
40
60
80
100
120
140
160
Pre-Test
Post-Test
N Mean N Mean t t Stat p
18 88.4 18 118.5 190.6 9.6 0.0000000024337
Pre-Test Post-Test
p=<.05
Overall Average of VKRS

45. +
Sub-population VKRS Results for
Gender
46.9
61.6
92.25
110.6
0
20
40
60
80
100
120
140
160
Females Males
Pre-Test
Post-Test
N Mean N Mean t t Stat p
12 30.58 6 29 2.2 0.24 0.81422133
Females Males
p=<.05

46. +
Sub-population VKRS Results for
Attendance
89.63 86.57
118.54 118.42
0
20
40
60
80
100
120
140
160
>94% <94%
Pre-Test
Post-Test
N Mean N Mean t t Stat p
11 28.9 7 31.85 2.16 0.45 0.6576251
>94% <94%
p=<.05

47. +
Results for Weekly Word Specific
Knowledge
55
62
65
54
36
54
68
50
42
62
60
22
52
60
42
36 36
66
82
60
70
36
62
60
48
76
54 55
87
16
66
36
56
65
48
80
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WordSpecificKnowledge
Students
Pre-Intervention
Post-Intervention

48. +
Weekly Word Specific Knowledge t-
test Results
Overall Average of the Weekly Assessments
51.2
58.7
0
10
20
30
40
50
60
70
80
90
100
Pre-Intervention
Post-Intervention
N Mean N Mean t t Stat p
18 51.2 18 58.7 2.1 1.86 0.079979
Pre-Test Post-Test
p=<.05

49. +
Sub-population Weekly Word Specific
Knowledge Results for Gender
50.54
57.3
62.54
58.8
0
10
20
30
40
50
60
70
80
90
100
Females Males
Pre-Intervention
Post-Intervention
N Mean N Mean t t Stat p
11 16.54 6 16.83 2.2 0.06 0.950914
Females Males
p=<.05

50. +
Sub-population Weekly Word Specific
Knowledge Results for Attendance
57.27
44.85
68
54.1
0
10
20
30
40
50
60
70
80
90
100
>94% <94%
Pre-Intervention
Post-Intervention
N Mean N Mean t t Stat p
10 10 6 16.16 2.3 1.35 0.213368
<94%>94%
p=<.05

51. +
During Intervention Results
 Daily average scores were averaged to get a weekly average.
 Weekly retention scores were averaged to get a weekly
average.
0
10
20
30
40
50
60
70
80
90
100
Week1
Week2
Week3
Week4
Week5
Week6
Week7
Week8
AverageWeeklyScores
Week
Weekly Daily Average
Weekly Retention Average

52. +
Anecdotal Record
Incorporating and identifying new
vocabulary in writing and other subjects
January 16, 2015 - Student 11 used the word lively in
their persuasive writing piece during writing
instruction about the best restaurant in town.
January 29, 2015 - Student 7 used the word
essential during class discussion about electricity in
Science.
February 12, 2015 - Student 3 found the word
wistfully in a book during independent reading time.
February 24, 2015 - Students used words from this
week during a lesson on writing prepositional
phrases.
March 11, 2015 - Student 9 found the word
triumphant in their book during a reading lesson.
Following direction difficulties among
students
January 20, 2015 - Several students did not write the
vocabulary words as answers
January 23, 2015 - Many students seemed to
understand the requirements of the word poster,
however, did not complete all the requirements.
January 27, 2015 - Several students did not write the
vocabulary word as answers.

53. +
Results Conclusions Implications
Pre- and Post-Assessments Eighty-eight percent of students’
CORE Vocabulary Screening
scores improved after explicit
instruction using elaborated word
exposure intervention.
One hundred percent of students’
vocabulary knowledge rating
scores improved after explicit
instruction using elaborated word
exposure intervention.
Sixty-six percent of students'
weekly intervention scores
improved after explicit instruction
using elaborated word exposure.
Most students gained
vocabulary acquisition after
explicit instruction using
elaborated word exposure
intervention.
All students gained vocabulary
knowledge after explicit
instruction using elaborated
word exposure intervention.
Most students gained
vocabulary acquisition each
week after explicit instruction
using elaborated word exposure
intervention.
Explicit instruction using
elaborated word exposure
improves students’ vocabulary
acquisition
Explicit instruction using
elaborated word exposure
improves students’ vocabulary
knowledge.
Explicit instruction using
elaborated word exposure might
improve students’ weekly
vocabulary acquisition.
Achievement Categories Although eighty-eight percent of
students’ scores improved, all
students remained in the same
achievement category between
pre- and post-test for the CORE
Vocabulary Screening.
Eighty-three percent of students
moved up one achievement
category between the pre- and
post-VKRS assessment.
Explicit instruction using
elaborated word exposure had
no affect on students’
achievement level.
Explicit instruction using
elaborated word exposure
improved a majority of the
students’ vocabulary.
Explicit instruction using
elaborated word exposure is
equally effective for all students.
Explicit instruction using
elaborated word exposure is
effective for a majority of the
students.

54. +
Results Conclusions Implications
Subpopulations - Gender Eighty-one percent of the
females’ vocabulary acquisition
scores improved after explicit
instruction using elaborated
word exposure intervention.
Eighty percent of the males’
vocabulary acquisition scores
improved after explicit
instruction using elaborated
word exposure intervention.
One hundred percent of
females’ and males’ vocabulary
knowledge rating scores
improved after elaborated word
exposure intervention.
Eighty-one percent of the
females’ weekly intervention
scores improved after
elaborated word exposure
intervention. Fifty percent of the
males’ weekly intervention
scores improved after
elaborated word exposure
intervention.
Males’ and females’ vocabulary
acquisition scores improved
about the same after explicit
instruction using elaborated
word exposure intervention.
All students’ vocabulary
knowledge improved after
elaborated word exposure
intervention regardless of
gender.
Females' weekly intervention
scores improved slighty more
than the males’ weekly
intervention scores after explicit
instruction using elaborated
word exposure intervention.
Explicit instruction using
elaborated word exposure is
equally effective for boys and
girls when used to impact
vocabulary acquisition.
Elaborated word exposure is
equally effective for boys and
girls when used to impact
vocabulary knowledge.
Elaborated word exposure is
slightly more effective for girls
than boys when used to impact
weekly vocabulary acquisition.

55. +
Results Conclusions Implications
Subpopulations - Attendance Eighty percent of the regular
attending students’ vocabulary
acquisition scores improved
after explicit instruction using
elaborated word exposure
intervention. Eighty-three
percent of the irregular
attending students’ vocabulary
acquisition scores improved
after explicit instruction using
elaborated word exposure
intervention.
One hundred percent of the
students vocabulary
knowledge rating scores
improved after elaborated word
exposure intervention
regardless of regular or
irregular attendance.
Fifty percent of the regular
attending students’ weekly
intervention scores improved
after elaborated word exposure
intervention. Eighty-three
percent of the irregular
attending students’ weekly pre-
and post-intervention scores
improved after elaborated word
exposure intervention.
Males’ and females’
vocabulary acquisition scores
improved about the same after
elaborated word exposure
intervention.
Students’ vocabulary
knowledge improved after
elaborated word exposure
intervention regardless of
regular or irregular attendance.
Students with irregular
attendance improved slightly
more than students with
regular attendance after
elaborated word exposure
intervention.
Elaborated word exposure is
equally effective for students
when used to impact
vocabulary acquisition
regardless of regular or
irregular attendance.
Elaborated word exposure is
equally effective for students
with regular or irregular
attendance when used to
impact vocabulary knowledge.
Elaborated word exposure is
effective for students
regardless of regular or
irregular attendance when
used to impact weekly
vocabulary acquisition.

56. +
Results Conclusions Implications
Daily Achievement Daily scores varied as each
new group of vocabulary
words were introduced.
Vocabulary acquisition
remained inconsistent as
new vocabulary was
learned.
Words used in study may
impact vocabulary
acquisition.
Weekly Achievement Weekly retention scores
remained consistent from
week to week as new words
were introduced.
Weekly assessment scores
over focus words remained
consistent as each new
groups of vocabulary words
were introduced.
Vocabulary acquisition was
consistent as new
vocabulary was learned.
Vocabulary acquisition
remained consistent as new
vocabulary was learned.
Explicit instruction using
elaborated word exposure
may be effective for
retention of word meanings
over a long period of time.
Explicit instruction using
elaborated exposure may
slightly impact total
vocabulary acquiring skills
than individual vocabulary
acquiring skills.
Anecdotal Records Used vocabulary in reading
and writing, other than in just
vocabulary instruction.
Transferred vocabulary
acquisition to reading and
writing.
Impacts reading and writing,
as well as vocabulary
acquisition.

57. +
Findings
Source Finding Results My Findings
Krashen (2012); Labbo, Love, and
Ryan (2007); Marzano (2003)
Found that to promote deeper
vocabulary acquisition, a direct
instructional approach is more
beneficial. Explicit instruction helps
teachers more effectively teach
students specific ways to develop
and acquire vocabulary.
Using explicit instruction to teach
vocabulary improved students’ ability
to recognize and comprehend words.
Stahl (2005) Elaborated word exposure will aid in
storing and processing vocabulary
knowledge, thereby facilitating
subsequent word recognition.
Exposing words to students visually,
in context, and through different
meanings improved students’ ability
to recognize and comprehend words
outside of instruction.
Labbo, Love, and Ryan (2007) A vocabulary flood (accelerating
children’s engagement with
vocabulary words) helps children
notice, name, and make meaning out
of words by thinking about them,
talking about them, and using them
in writing on multiple occasions.
Having students talk about the words
and use the words in writing helped
students notice, name, and make
meaning out of the words.

58. +
Limitations
Positive Negative Unknown
• Additional vocabulary
instruction
• Additional exposure to
vocabulary words
• Maturation
• Pre-intervention
sensitization
• Specific words used in
the study
• Weekly intervention has
not been tested for
reliability and validity

59. +
Recommendations
For the Classroom For Future Research
Use explicit instruction using elaborated word
exposure with all primary aged students
Different set of words
Incorporate a variety of leveled texts Implement with students of varied socio-
economic status to see if effective for all
students
Differentiate instruction in order to improve
vocabulary acquisition for both below basic
and advanced students
Implement in small groups rather than whole
group
Incorporate into other parts of instruction No additional vocabulary instruction to see if
similar results would be obtained

60. +
Conclusion
Does explicit instruction using elaborated
word exposure improve the vocabulary
acquisition of students in one fourth-grade
classroom?
 Based on the results of the study, explicit
instruction using elaborated word exposure
improved the vocabulary acquisition of students in
one fourth-grade classroom.

61. +
References
 Brabham, E., Buskist, C., Baugh, N., Henderson, S. C., & Paleologos, T. (2012). Flooding vocabulary gaps to accelerate word
learning. The Reading Teacher, 65(8), 523-533.
 Cohen, M. T., & Johnson, H. L. (2010). Improving the acquisition of novel vocabulary through the use of imagery
interventions. Early Childhood Education Journal, 38, 357-366.
 Coyne, M., McCoach, D., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended
instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88.
 Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10
years later. Developmental Psychology, 33, 934-945.
 Goldstein, H., Jackson, C. W., & Lugo-Neris, M. J. (2010). Facilitating vocabulary acquisition of young english language
learners. Language, Speech, and Hearing Services in Schools, 41, 314-327.
 Krashen, S. (2012). Vocabulary comes from reading. http://www.yisd.net/Portals/yisd/Roles/549/Documents/Vocabulary
%20Comes%20from%20Reading.pdf
 Labbo, L.D., Love, M.S., & Ryan, T. (2007). A vocabulary flood: Making words “sticky” with computer-response activities. The
Reading Teacher, 60(6), 582-588.
 Marzano, R. (2003). Learned Intelligence and Background Knowledge. What works in schools: Translating research into action
(p. 138-143). Alexandria, Va.: Association for Supervision and Curriculum Development.
 Stahl, S. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of
instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to
practice (pp. 95–114). Mahwah, NJ: Lawrence Erlbaum.

62. +
Special Thanks
 Dr. Vicki Collet
 Dr. Linda Eilers
 Dr. Debi Brown
 Mrs. Trisha Grayson
 Ms. Shana Maxey
 Mrs. Sarah Vanston
 All my fellow interns
 One very special group of fourth-grade students! 
Thank you!!!

63. +
Any Questions?