An Examination of the Use of a Vocabulary Instruction Strategy (Content Acquisition Podcast) on the Vocabulary Comprehension of Students, Through the Use of Action Research Methods

Authors

  • Ashleigh Tomcics Susquehanna University
  • Oriana Long-Auman Susquehanna University
  • Lorraine A Munion Temple University Susquehanna University

DOI:

https://doi.org/10.47611/jsr.v10i1.794

Keywords:

literacy, vocabulary, comprehension, language intervention

Abstract

Academic vocabulary is a strong indicator of a student’s ability to learn subject content. Subject mastery is a strong predictor of academic achievement. Academic vocabulary comprehension is a critical component of academic success that is required for making meaning of new information, and demonstrating mastery of academic concepts through the construction of meaningful, articulate assessment responses.  Repeated exposures to academic vocabulary and multiple opportunities to practice using academic vocabulary are likely integral to the ability to use academic texts in a meaningful way (Townsend, Filipinni, Collins, & Biancarosa, 2012).  This paper reports of an examination of the effect of the use of CAPs (Content Acquisition Podcasts) on vocabulary acquisition among two groups of students, both inclusive, both including ELL students, by two student researchers.

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Author Biography

Lorraine A Munion, Temple University Susquehanna University

Visiting Professor, Department of Education, Susquehanna University

Published

2021-03-31

How to Cite

Tomcics, A., Long-Auman, O., & Munion, L. A. (2021). An Examination of the Use of a Vocabulary Instruction Strategy (Content Acquisition Podcast) on the Vocabulary Comprehension of Students, Through the Use of Action Research Methods. Journal of Student Research, 10(1). https://doi.org/10.47611/jsr.v10i1.794

Issue

Section

Research Articles