Dissertation/Thesis Abstract

The effects of physical movement during story time on vocabulary acquisition of primary students in grades K-1: An exploratory investigation in one school location
by Hammett, Carol Totsky, Ed.D., Lewis and Clark College, 2009, 215; 3386633
Abstract (Summary)

The purpose of this study was to explore vocabulary acquisition of primary grade children. Specifically, the study used a unique teaching strategy that added physical movement to typical read-aloud sessions with kindergarten and first grade children. Although a review of reading research revealed a plethora of studies, very few studies investigated the effect of movement during story time on the acquisition of targeted vocabulary.

The research for this study was conducted in two phases. Phase I utilized a pre/posttest quasi-experimental design during a 14-week time period. During this timeframe, the Active Read-Aloud Strategy was implemented as the 10-week intervention. The Active Read-Aloud Strategy was designed by the researcher of this study as the movement based read-aloud literature strategy for the investigation. Teacher perception (experimental group) regarding active learning was gathered during Phase II of the study. An analysis of the quantitative data revealed statistically significant vocabulary gain scores for the children in the experimental group compared to the control group, for the targeted vocabulary words chosen for the study. Qualitative findings from this study suggested that the majority of children participating in physical activity during story time chose the active method of engagement in read-alouds when given a choice.

Given the national attention on the importance of acquiring reading skills at an early age, this study is timely. The findings are encouraging and warrant further investigation into teaching methods and strategies that promote vocabulary acquisition of children in the early primary grades. This study also provides a window through which researchers can view the importance of kinesthetic learning, learning through movement, and its benefits that may be enjoyed by all learners. Finally, this study offers possibilities for an action research model that educational leaders can use to support teacher-research at the classroom level.

Indexing (document details)
Advisor: Ruhl, Thomas
Commitee: Allen, Margaret, Doyle, Carol
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 70/12, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Early childhood education, Literacy, Reading instruction
Keywords: K-1, Physical movement, Primary students, Story time, Vocabulary acquisition
Publication Number: 3386633
ISBN: 9781109522440
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest