Collaborative Action Research: Direct, Explicit Vocabulary Instruction
1
Megan: This is a good research paper. Your data analysis provided me with the
information needed to clarify your results. I am able to see that—indeed—daily use of direct
vocabulary instruction can be used to help students self-engage! I am most impressed with your
statement: “This data shows that students were, at times, engaged in their learning even during
indirect learning time. They are becoming word detectives through these activities.”
What a wonderful discovery you have made; the smallest change can make the biggest
difference! Your dedication to students and to the skills they need to develop is powerful. You
truly took a unique approach. Thank you for submitting a professional study
Collaborative Action Research on Direct, Explicit Vocabulary Instruction
Megan J. Freudigmann
EDUC 6620: Collaborative Action Research
February 28, 2005
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
I.
2
INTRODUCTION
My name is Megan Freudigmann and I am twenty-four years old. I graduated with a BA
in Elementary Education from Hope College in Holland, Michigan in 2002. I am a third-year 2nd
and 3rd grade looping teacher with the Thornapple-Kellogg School District in Middleville,
Michigan. Currently I am teaching 24 second graders.
The school I teach in is a second and third grade building with eight classes of each
grade. Our school is proactive in lifelong learning opportunities and believes that every child
can and will succeed when given the opportunity to use their diverse gifts and talents. We have
been encouraged over the past three years to focus heavily on reading and writing.
Unfortunately, change is inevitable in our district, so we tend to use one method for a year and
then grab hold of the newest trends.
Due to this constant change, vocabulary instruction has become something of a secondary
need in our daily instruction. My students are good readers, but when it comes to reading
comprehension through written and oral retelling, they struggle. I have a strong interest in
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learning more about direct, explicit vocabulary instruction and how it relates to written and oral
retellings and comprehension.
II.
PROBLEM STATEMENT
My 2nd grade class is comprised of a diverse group of learners who are at varying levels
of vocabulary development and reading comprehension. Due to several factors, they have been
hindered in their vocabulary development, which in turn hinders their reading comprehension.
The question which I intend to explore in this project is,: (USE A COLON NOT A COMMA) “If
I teach vocabulary daily for 15 minutes in a direct, explicit manner, will students’ vocabulary
skills increase?”
As their teacher I have not provided my students ample opportunities to explore
vocabulary in a direct, explicit way. Time restrictions and lack of knowledge of vocabulary
strategies are two contributing factors to the lack of direct vocabulary instruction. There is not
enough time in the day to spend on vocabulary instruction alone, and my knowledge of the best,
most effective strategies is limited.
I know that there is a definite link between vocabulary knowledge and reading
comprehension. Because of this correlation, I find it imperative to implement an effective
vocabulary program into my existing literacy program that will be based on the most relevant,
age-appropriate, research-based practices available. I believe that teaching vocabulary daily for
at least 15 minutes in a direct, explicit manner will help to develop my students’ vocabulary
knowledge.
I also believe that by researching which strategies are the most effective and useful
will give me the ability to choose several strategies that will be beneficial in my classroom.
Furthermore, by providing my students a variety of opportunities to experience and explore
vocabulary in a direct way, I believe their reading comprehension and their enthusiasm for
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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developing word consciousness will increase over time. My goal in this implementation is to
increase student vocabulary knowledge, skills, and reading comprehension.
In order to determine the effectiveness of direct, explicit vocabulary instruction, I want to
know the following:
1. Will using research-based, direct, explicit vocabulary instruction increase
reading comprehension in my students as evidenced by their ability to
retell using more specific details and vocabulary incorporated in the story?
2. Will 15 minutes of direct, explicit vocabulary instruction on a daily basis be adequate
time for deepening vocabulary knowledge in my students?
3. Will the addition of engaging direct vocabulary instruction with learning strategies
improve students’ motivation and enthusiasm to be word detectives, collectors,
and expanders?
III.
REVIEW OF LITERATURE
Researching the best practices for teaching vocabulary as a direct and explicit skill is
imperative due to the new No Child Left Behind standards, state and district standards, and
according to top research in literacy development today. Direct, explicit instruction is vital to the
development of our children. Throughout my research I have found that there is a direct
correlation between reading comprehension and vocabulary development, which includes both
direct and indirect instruction. I have also found a common thread that no one method of
teaching vocabulary is better than another, but that dictionary definitions alone do not promote
vocabulary development. Finally, there is an abundance of techniques and practices that can be
used to enhance the vocabulary development of all children. The questions I have developed to
help guide me in my research are as follows:
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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1. Will direct, explicit vocabulary instruction increase reading comprehension?
2. What are the most effective strategies and theories that will increase vocabulary
development?
All of my research has proven to be in support of direct, explicit vocabulary instruction.
There is an abundance of materials and research available for this topic. I chose the most
relevant and useful sources for my research. Each of the sources I visited is in support of the
idea that teaching vocabulary enhances reading comprehension. Each source also provides
systematic ways to teach and develop vocabulary in the classroom. The National Reading Panel
(2000) discusses the fact that there is not much research to support the best combinations of
methods to be used to develop vocabulary, but that vocabulary development is strongly related to
reading comprehension. The National Institute for Literacy Development (2001) expands on the
first source’s findings by giving more practical practices and suggestions of how to develop
children’s vocabulary, and what the difference is between indirect and direct vocabulary
instruction. Blachowicz and Fisher (2004) discuss the importance of oral language at home and
school, and provide research on reasons there is a vocabulary gap among children from lowliteracy homes compared to high-literacy homes. This source also provides four research-based
practices that all educators can use in their classrooms. Fountas and Pinnell (2001) explain the
direct correlation between reading comprehension and vocabulary development through guided
reading. Finally, Vaughn and Linan-Thompson (2004) provide specific research-based methods
that are effective ways to enhance not only vocabulary development, but also reading
comprehension.
The National Reading Panel (2000) was asked by Congress to conduct research on the
effectiveness of various research-based reading techniques. Through national hearings and the
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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implementation of subgroup committees, they concluded several areas of need for teaching
reading. One area they found to be vital was vocabulary instruction in relation to reading
comprehension. The subgroups formulated questions to help guide them in determining the best
possible instructional reading approaches. The question posed for vocabulary development was
“Does vocabulary instruction improve reading achievement? If so, how is this instruction best
provided?” (NRP, 2000, p.3). The National Reading Panel then proceeded to conduct research
based on the most sound and recent information available.
The NRP (2000) used fifty studies dating from 1979 to the present and found that 21
different methods were represented. Through these studies they concluded that, “…vocabulary
instruction does lead to gains in comprehension, but that methods must be appropriate to the age
and ability of the reader” (p.14). They found a strong correlation between computers and
vocabulary instruction being more effective than more traditional techniques. Listening to others
and reading independently aid vocabulary development as well. The NRP found several specific
implications for teaching reading to be pre-reading vocabulary instruction, task restructuring,
repeated exposure to words in various contexts, and direct and indirect instructional activities.
Finally, they found that the most effective vocabulary instruction will result when more then one
method is implemented. However, they did state, “While much is known about the importance
of vocabulary to success in reading, there is little research on the best methods or combinations
of methods of vocabulary instruction and the measurement of vocabulary growth and its relation
to instruction methods” (p. 14).
Expanding on the National Reading Panel’s findings, the U.S. Department of Education
along with the National Institute for Literacy produced a publication, “Put Reading First: The
Research Building Blocks for Teaching Children to Read” (Armbruster & Osborn, 2001) in
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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response to the No Child Left Behind legislation. This publication takes the NRP’s findings and
other research to provide a guide for teachers to help them through changes in reading
development. According to this publication “Vocabulary refers to the words we must know to
communicate effectively. In general, vocabulary can be described as oral vocabulary or reading
vocabulary” (Armbruster & Osborn, 2001, p. 34). Research shows that there are four types of
vocabulary: listening, speaking, reading, and writing. Vocabulary as a whole is vital to reading
comprehension. If readers do not know what words mean, they will not understand what they
are reading.
Scientifically-based research shows that, “…most vocabulary is learned indirectly and
some vocabulary must be taught directly,” (Armbruster & Osborn, 2001, p. 35). Everyday
experiences provide vocabulary learning indirectly through daily oral language, listening to
people read, and extensive independent reading. “Direct instruction helps students learn difficult
words, such as words that represent complex concepts that are not part of the students’ everyday
experiences. Direct instruction of vocabulary relevant to a given text leads to a better reading
comprehension” (p. 36). Direct instruction consists of: specific word instruction, such as prereading activities with new words, working with words actively over time, exposure to a variety
of contexts and word learning strategies: how to use dictionaries, using parts of words, and
context clues. One final strategy mentioned to help develop vocabulary is to increase, “…word
consciousness—an awareness of and interest in words, their meanings, and their power” (p. 44).
Ways to foster this is to look at ways authors convey meanings through words, to use word play
(puns or palindromes), to research a word’s origin, or to look for examples of words in their
everyday lives.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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Camille L. Z. Blachowicz and Peter Fisher (2004) both conducted research very similar
to what is described above. They write, “Research points to four practices that teachers can use
to expand students’ vocabularies and improve their reading,” (p. 66). While at a leadership
institute they “…worked with a group of school curriculum directors who were looking for
teacher information materials on research-based best practices for their upcoming professional
development activities” (p. 66). As they searched for information on this topic, they found a
shocking discovery. The average space dedicated to vocabulary instruction in over 20 books was
two pages. In fact, many of the books they researched did not have an index entry for this
important topic. Through discussion with the group of curriculum directors, Blachowicz and
Fisher developed an overview of research on vocabulary instruction and a description of
practices every educator should know to improve vocabulary knowledge.
One study Blachowicz and Fisher (2004) investigated was based on the type of home
environment from which children are coming. This study showed that the more educatedcentered homes allowed students to have more advanced vocabularies compared to those
children coming from less-educated homes. Students are coming from such diverse homes that
there is a gap in vocabulary knowledge. However, another study Blachowicz and Fisher visited
based on the research of Hart and Risley (1995) stated that, “…students from low-literacy homes
placed in high-literacy classrooms could reverse the trend from literacy learning…good
vocabulary instruction can teach students the words they need to know to learn to read,”
(Blachowicz & Fisher, p. 67). Other areas of importance that research supports for vocabulary
instruction are oral language, which in turn supports reading comprehension, and exposure to
concepts in books. In one study, it is “…estimated that 5th grade students who engage in just 10
minutes of independent reading a day read 622,000 more words each year than students who do
Collaborative Action Research: Direct, Explicit Vocabulary Instruction
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no independent reading. Increase that to 20 minutes a day, and the gap widens to almost two
million more words each year” (p. 67).
Through this research, Blachowicz and Fisher (2004) proposed four practices that can be
used to implement a comprehensive approach to vocabulary development (p. 67). First,
educators should “develop word awareness and love of words through word play” (p. 67). With
this practice teacher modeling is vital, as well as using word walls, and playing word games,
such as crossword puzzles. Secondly, educators should, “deliver explicit, rich instruction to
develop important vocabulary” (p. 68). Through this practice, the STAR method is suggested to
be a successful way to teach vocabulary instruction directly. “STAR stands for Select, Teach,
Activate, and Revisit” (p. 68).
Select: Choose four to six of the best words from a text needed to summarize that text.
Teach: Use strategies to teach new words before, during and after reading.
Activate: Students need to be reinforced in their word learning through hearing, reading,
and writing.
Revisit: Use word games, review, writing, and word books to revisit known words.
Thirdly, educators should, “build strategies for independence” including learning word parts and
learning how to use the dictionary. Finally, educators should, “engage students actively with a
wide variety of books.” According to Blachowicz and Fisher, students need to read widely to
expand their reading vocabularies through a variety of tools such as book clubs, guided reading,
independent reading, literature circles, and time in the library. They suggest that the more
actively you can involve your students with vocabulary as they read, the better readers they will
become.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 10
Blachowicz and Fisher mention that guided reading is a good tool to use to expand
vocabularies through wide reading. Fountas and Pinnell (2001)have substantial research on
guided reading and how vocabulary relates to this tool. According to Fountas and Pinnell,
vocabulary is the learning of word meanings. “Good readers know the meaning of many words”
(p. 375). With that in mind, in order for students to progress from grade to grade, they must
know a large number of words to be successful readers. The question that stands out is how do
our students learn this large number of words? “Fortunately, a great amount of word learning
occurs as we read (p. 376). As students read independently and with their teacher, they have the
opportunity to use their prior knowledge of words along side of new words they read. Repetition
with words in different contexts is important and helpful to the increase in vocabulary. Instead
of students memorizing words and their meanings, they are experiencing words in a more
meaningful context. The more free reading time a student can experience, the greater vocabulary
they will possess.
Fountas and Pinnell (2001) write that teachers have, in the past, taught vocabulary
traditionally through looking words up in dictionaries and writing definitions. According to their
research, they have found that, “…simply teaching definitions of new words will not, in itself,
improve reading comprehension” (p. 376). Instead, students should experience “explicit
teaching vocabulary” that is used to help students “learn how to learn words.” Through this type
of instruction, their speed, quantity, and quality of vocabulary development will increase.
Finally, Sharon Vaughn and Sylvia Linan-Thompson (2004) state in “Research-Based
Methods of Reading Instruction” “Oral and written vocabulary instruction is a valuable
component of beginning reading, because student understanding of word meanings and how
words are used in text contributes significantly to general reading comprehension” (p. 74).
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 11
According to this book, vocabulary is a vital tool that helps to unlock the meaning of a text.
There are two types of vocabulary: oral and reading. Oral vocabulary refers to words students
learn while listening to others speak and by speaking themselves. Reading vocabulary refers to
words that students understand while they read and write. “While reading is a helpful means for
improving word knowledge, many of the students with the poorest vocabularies are also those
who read the least. The high road to vocabulary for all students is to read, read, read” (p. 75).
Later in the text, Vaughn and Linan-Thompson discuss why promoting vocabulary learning
should be promoted both indirectly and directly: students who read more know more words,
students’ knowledge of words and their comprehension improves, and improvements on statemandated assessments will improve as well (p. 76). They also break all vocabulary practices
into four subgroups: explicit, indirect, multimedia, and association. Semantic mapping and
teaching word parts are two strategies for direct, explicit instruction. “New Word” books (p. 78)
and word walls are great uses for indirect vocabulary instruction. Other practices that are
effective for teaching vocabulary are using computers with new and updated software that
integrates words and word meanings, teaching students to be “word detectives” (p. 78) to use,
recognize and have fun with learning the meaning of words, and to teach synonyms and
antonyms to understand new words. Along with the National Reading Panel (2000), Vaughn and
Linan-Thompson (2004) agree that the best vocabulary instruction will occur when more than
one instructional activity is used. Specific instructional activities for teaching vocabulary are:
using examples and nonexamples; elaborating words; using synonyms or definitions; creating
word maps; semantic mapping; four-square vocabulary maps; personal vocabulary books;
vocabulary word sorts; vocabulary posters; add-a-part: prefixes and suffixes; pairing words; and
figures of speech (p. 81-94). Each of these strategies is listed in detail in this text.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 12
Overwhelmingly, every visited source was in favor of direct, explicit vocabulary
instruction and that it does, in fact, relate to reading comprehension. Out of all five sources,
Vaughn and Linan-Thompson’s (2004) “Research-Based Methods of Reading Instruction” is the
most comprehensive for specific strategies to use while teaching vocabulary. This source
provides a wonderful overview of instructional activities that can be implemented into any
classroom at any time. “Put Reading First: The Research Building Blocks for Teaching Children
to Read” (Armbruster & Osborn, 2001) is another wonderful tool for quick references on
vocabulary and how to immediately integrated vocabulary instruction into your classroom
environment. The National Reading Panel’s (2000) research gave great insight into the
development and recognition of explicit vocabulary instruction and reading comprehension. The
most interesting point mentioned in this source is that there has not been substantial research on
the best methods of teaching vocabulary and on how to evaluate and measure vocabulary growth.
This could pose interesting factors in my action research when I begin to decide which practices
to use and how to measure my students’ growth. Fountas and Pinnell (2001) provide very basic
information on vocabulary instruction, but do very clearly support the correlation between
vocabulary and reading comprehension. Finally, Blachowicz and Fisher’s (2004) “Vocabulary
Lessons” does provide four general practices that can be used for effective vocabulary
instruction. Overall, I believe Vaughn and Linan-Thompson’s text will be the most beneficial
when actually conducting my action research.
Will direct, explicit vocabulary instruction increase reading comprehension? According
to my literature review, yes, direct, explicit vocabulary instruction will increase reading
comprehension. However, I have realized that there needs to be a balance between indirect and
direct instruction that together will enhance vocabularies and increase reading comprehension.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 13
What are the most effective strategies and theories that will increase vocabulary development?
This is the question that is still up for debate. According to my research semantic mapping and
wide reading are two practices that were common throughout. Along with these practices, I do
believe there are multiple others that will be just as effective to increase vocabulary knowledge.
As a result of this literature review, I now know that I have a strong basis for conducting
collaborative action research on the topic of direct, explicit vocabulary instruction and reading
comprehension. I will need to, however, choose several practices and strategies that will be the
most relevant and age-appropriate for my students’ vocabulary development.
IV.
DATA COLLECTION PLAN AND METHODOLOGY
To determine the relationship between direct, explicit vocabulary instruction and reading
comprehension, a study will be conducted over the course of three weeks. The focus of this
study will be on whether or not fifteen minutes of direct, explicit vocabulary instruction will
increase reading comprehension through written retellings. Data will be collected using pre and
post surveys of students and their attitudes towards vocabulary instruction, teacher observations,
daily teacher and student reflections, comparing lesson plans, and weekly predicting and retelling
assessments.
PARTICIPANTS
The participants for this study are 2nd graders who are in the researcher’s elementary
classroom. The student’s ages range from 6 to 8. There are 11 males and 13 females.
MATERIALS USED
The materials used to gather data include: (1) Predicting and Retelling Rubrics—
Appendixes B and C (2) Student Pre and Post Surveys—Appendixes H and I (3) Teacher and
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 14
Student Reflections—Appendix C (4) Teacher Observations—Appendix G (5) Lesson Plans—
Appendix E (6) a Student Rubric—Appendix J (7) List of New Vocabulary Terms—Appendix K
(8) Student Journals and (9) Several Graphic Organizers (listed below in time line).
TEACHING TIME LINE
Daily Activities Listed in Order of Completion
Day One
Day Two
Day Three
Day Four
1. Administer student survey “Words—How Do You Feel?”
2. Students make written predictions of 1st story
3. Teacher introduces new vocabulary through description and providing
examples (Marzano, 2004)
4. Students list new words in a vocabulary journal and restate explanation of
new vocabulary in their own words
5. Students respond to Monday’s prompt in journals
6. Students fill out time rubric
7. Students read new story
8. Teacher reflects in journal
9. Teacher uses lesson plan checklist for the previous three weeks
1. Review new terms and students share their explanations of new terms
2. Instruct students how to create nonlinguistic representations of new words
3. Students make and share Pictographs (Marzano, 2004, p. 57) representing
new words
4. Students read story
5. Teacher observes students during center and independent work time
6. Students respond to Tuesday’s prompt in journals
7. Students fill out time rubric
8. Teacher reflects in journal
1. Review new terms
2. Introduce Words in Context (Allen, 1999, p. 55-57) graphic organizers
3. Students work to complete organizer giving examples and non-examples
of vocabulary terms
4. Students share their examples and non-examples
5. Students respond to Wednesday’s prompt in journals
6. Students fill out time rubric
7. Students read story
8. Teacher reflects in journal
1. Review new terms and how to use “Words In Context” organizers
2. Introduce parts of a dictionary and how to use it
3. Students work to look up vocabulary terms in dictionary and write their
definitions in their journals
4. Teacher observes during independent work time
5. Students respond to Thursday’s prompt in journals
6. Students fill out time rubric
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 15
Day Five
Day Six
Day Seven
Day Eight
Day Nine
7. Students read story
8. Teacher reflects in journal
1. Students read story
2. Review terms and how to use dictionaries
3. Introduce word games—Pictionary to review terms
4. Model how to do a retelling of a story
5. Students complete their written retelling of 1st story using vocabulary
6. Teacher observes during independent work time
7. Students respond to Friday’s prompt in journals
8. Students fill out time rubric
9. Teacher reflects in journal
1. Students make written predictions of 2nd story
2. Teacher introduces new vocabulary through description and providing
examples
3. Students list new words in a vocabulary journal and restate explanation of
new vocabulary in their own words
4. Students respond to Monday’s prompt in journals
5. Students fill out time rubric
6. Students read new story
7. Teacher reflects in journal
1. Review new terms and students share their explanations of new terms
2. Review how to create nonlinguistic representations of new words
3. Students make and share Word Maps (Vaughn & Thompson, 2004, p. 85)
representing new words
4. Students read story
5. Teacher observes students during center and independent work time
6. Students respond to Tuesday’s prompt in journals
7. Students fill out time rubric
8. Teacher reflects in journal
1. Review new terms
2. Introduce Semantic Maps (Vaughn & Thompson, 2004, p. 86)
3. Students work to complete organizer
4. Students share their examples and non-examples
5. Students respond to Wednesday’s prompt in journals
6. Students fill out time rubric
7. Students read story
8. Teacher reflects in journal
1. Review new terms and how to use semantic maps
2. Introduce prefixes and suffixes
3. Students work with words and prefixes and suffixes through the use of
pocket charts and index cards (Vaughn & Thompson, 2004, p. 90)
4. Teacher observes during independent work time
5. Students respond to Thursday’s prompt in journals
6. Students fill out time rubric
7. Students read story
8. Teacher reflects in journal
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 16
Day Ten
Day Eleven
Day Twelve
Day Thirteen
Day Fourteen
Day Fifteen
1. Students read story
2. Review terms and prefixes and suffixes
3. Word games—Crossword Puzzles to review terms
4. Model how to do a retelling of a story
5. Students complete their written retelling of 2nd story using vocabulary
6. Teacher observes during independent work time
7. Students respond to Friday’s prompt in journals
8. Students fill out time rubric
1. Students make written predictions of 3rd story
2. Teacher introduces new vocabulary through description and providing
examples
3. Students list new words in a vocabulary journal and restate explanation of
new vocabulary in their own words
4. Students respond to Monday’s prompt in journals
5. Students fill out time rubric
6. Students read new story
7. Teacher reflects in journal
1. Review new terms and students share their explanations of new terms
2. Instruct students how to create nonlinguistic representations of new words
3. Students make and share Linear Arrays (Allen, 1999, p. 52) representing
new words
4. Students read story
5. Teacher observes students during center and independent work time
6. Students respond to Tuesday’s prompt in journals
7. Students fill out time rubric
8. Teacher reflects in journal
1. Review new terms
2. Introduce Concept Maps (MRLTC, 2003)
3. Students work to complete organizer
4. Students share their examples
5. Students respond to Wednesday’s prompt in journals
6. Students fill out time rubric
7. Students read story
8. Teacher reflects in journal
1. Review new terms and how to use concept maps
2. Introduce context clues
3. Students work to complete activities using context clues
4. Teacher observes during independent work time
5. Students respond to Thursday’s prompt in journals
6. Students fill out time rubric
7. Students read story
8. Teacher reflects in journal
1. Students read story
2. Review terms and how to use context clues
3. Word games—Charades to review terms
4. Model how to do a retelling of a story
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 17
5. Students complete their written retelling of 3rd story using vocabulary
6. Teacher observes during independent work time
7. Students respond to Friday’s prompt in journals
8. Students fill out time rubric
9. Teacher reflects in journal
10. Administer student survey “Words—How Do You Feel?”
11. Teacher completes lesson plan checklist
V.
DATA ANALYSIS
According to the data collected over the three weeks, it is evident that fifteen minutes of
direct, explicit vocabulary instruction does in fact increase student reading comprehension
through written retellings. This evidence supports research conducted through the literature
review. In the review I found that there is a direct correlation between reading comprehension
and vocabulary development, which includes both direct and indirect instruction. I also found
that no one method of teaching vocabulary is better than another, but that dictionary definitions
alone do not promote vocabulary development. Finally, there is an abundance of techniques and
practices that can be used to enhance the vocabulary development of all children. The following
data is in support of this research. Charts, graphs, and tables follow the written explanations.
I used a four-point rubric to assess my students in predicting and retelling new stories
over the course of the three-week research period. Figure 1, demonstrates that over the course of
a week, where students were actively and directly engaged with vocabulary, their predictions and
retellings increased. There were only three instances in week one where students 16, 21, and
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 18
22’s scores did not increase due to their absences during the fifteen minute instruction time. By
the end of the three-week research period, over 50% of the students were using their vocabulary
to support their comprehension of the text.
Figure 1
Predictions and Retelling Results
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(Rubric is based on a 1-4 scale, 4 being the best)
P=Prediction Score and R=Retelling Score
Week One
Week Two
Week Three
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Figure 2 represents the observations I made of my students using and exploring the
vocabulary words during their independent work time. According to my observations students
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 19
directly used their vocabulary terms outside of the direct, explicit instruction on an average of six
days over the course of the three-week research period. This data shows that students were, at
times, engaged in their learning even during indirect learning time. They are becoming word
detectives through these activies.
Classroom Observation Checklist
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Student 3
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Student 4
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Student 6
*
Student 7
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Student 8
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Day
15
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Student 2
Student 5
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Week Three
Day
10
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Week Two
Day
9
Student 1
Day
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Day
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2
Week One
Day
7
Figure 2
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Student 9
Student 10
Student 11
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Student 12
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Student 13
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Student 14
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Student 16
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Student 17
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Student 18
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Student 15
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Student 19
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Student 20
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Student 21
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Collaborative Action Research: Direct, Explicit Vocabulary Instruction 20
Student 22
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Student 23
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Student 25
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Student 26
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Student 24
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*
*
*
*
Means that the student was observed using and engaging in vocabulary and word learning strategies.
I reflected daily on the activities and time allotment in my reflection journal. According
to my notes, fifteen minutes was enough time to directly and explicitly teach vocabulary. Figure
3 contains my daily observations. This data helps support the need for direct, explicit
instruction. Figure 4 also helps support the idea that fifteen minutes of direct, explicit
vocabulary instruction is sufficient for teaching vocabulary on a daily basis. This chart shows
the results of the student time survey that was conducted after each activity. According to this
data, the majority of students felt that fifteen minutes of instruction was enough time to learn a
new strategy for learning vocabulary.
Figure 3
Teacher Reflection Journal
Day 1
I need to make Monday’s activities (introducing story and new words) more
interesting and fun. I also need to use specific definitions that I have looked up and
researched in order to present them correctly. Students did fairly well with
predictions. Today’s lesson took about 30 minutes.
Day 2
The students had an awesome time with their new words. They used very creative
drawings and pictures to represent their vocabulary words. My favorite picture for
brave was of a super hero! So creative. They loved the activity. 15 minutes was
great timing!!!
Day 3
The Words in Context activity was extremely challenging for many of my students.
In the end, they had a great time coming up with examples and non-examples for
their vocabulary words. They didn’t want to stop! This is one activity I will use in
centers! 15 minutes was perfect!!
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 21
Day 4
Today was dictionary day. They students worked very hard looking up their words in
the reading book glossary and in the dictionary. Overall, most of the students did fine
with the activity. Several students struggled to understand HOW to use the
dictionary, so I will definitely need to reteach this lesson again and again! Several
students finished early with this lesson and had extra time to explore. 15 minutes was
great timing again!
Day 5
Pictionary was great fun! The students enjoyed the game of review and then did
phenomenal work with their retellings! Many students used most of the vocabulary
to retell the story. The activities paid off! 15 minutes!!!
Day 6
Instead of just listing the words orally and telling the students what they mean, I
played a little guessing game to introduce their new words. This seemed to be a
much better way of allowing the students to understand their new words. The
definitions they wrote in their own words were much more thorough than last week’s.
15 minutes was just about right.
Day 7
The students enjoyed Word Maps. We have been working on synonyms and
antonyms a lot this year, so this activity was a great review on those terms and also
for reinforcing their new vocabulary words. 15 minutes was great for most students.
Day 8
Semantic Mapping was another challenging activity, but through direct instruction
and modeling and practice, it seemed that the students began to understand the
concepts of this activity. It did help them to realize that words are more than just
words! I had several students not want to stop!! This is the kind of behavior I love to
see! 15 minutes was perfect timing.
Day 9
I actually did not do much work with prefixes and suffixes today. I realized the
words I chose for this week were not conducive to adding prefixes and suffixes. I
will introduce these things later in the year. Instead, I reviewed all of the different
activities we had used thus far. It was a time of exploration and reflection for me and
my students. I think we needed this day, since I had planned so much for each 15
minute lesson. Perfect timing again!
Day 10
My students love Crossword Puzzles, so today’s activities were great! It was fun to
watch and observe them using their terms and definitions to help solve the puzzles.
Timing was great today!
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 22
Day 11
I used the same technique as last week for introducing the new words (guessing
games). The students had fun writing their own definitions for their words. Some
even used pictures to help illustrate them! Several students had extra time to explore
with their new words.
Day 12
Linear Arrays were quite difficult for me to teach and for my students to understand.
Instead of having them work independently after my direct instruction, we worked
together to do a linear array for several of our words. By the end of the lesson, most
of the students understood the basic idea. The word ‘darkness’ was the best word to
use for this activity. Needed a bit more than 15 minutes for several students.
Day 13
Concept maps were a bit difficult today as well. We worked for over 30 minutes on
this activity. Most students understood the idea of examples, but they struggled to
identify properties of each of the words. We’ll work with this map more.
Day 14
We have worked with context clues in the past and in guided reading, so this was a
great review for most students. 15 minutes was perfect timing!
Day 15
The last day! We played Charades as a review. Tons of fun! Their retellings were
AMAZING! Overall, I think direct, explicit vocabulary instruction IS vital!!!!
Figure 4
Student Rubric for Time Results
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
3
Extra Time
14
1
0
8
3
5
5
4
0
1
6
1
3
2
Just Right
10
20
23
12
21
15
17
20
24
22
16
17
20
1
Needed More Time
0
3
1
4
0
4
2
0
0
1
2
6
1
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 23
Day 14
Day 15
1
0
22
24
1
0
Figure 5 compares three weeks of lesson plans before the action research to the three
weeks of action research. This data supports the idea from the literature review that there are
numerous direct and indirect methods of teaching vocabulary. Because of my awareness of
providing students with direct, explicit vocabulary instruction, my lesson plans differed greatly
from the three weeks prior to the research.
Figure 5
Lesson Plan Compare/Contrast Checklist
Week
1
Before
Week
2
Before







































Teacher Models, Supports, and Develops
Good Strategies:
Rich instruction on content area
vocabulary






Use of mapping, webbing, and other



Teacher Demonstrates Enthusiasm for
Words and Word Learning:
Daily read-aloud
Week Week Week Week
3
1
2
3
Before During During During
Word or word activity of the day
Teacher Provides Word-Rich
Environment:
Word charts/posters
Books on words and word play
Word games
Puzzle books and software
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 24
graphics to show word relationships



Multiple exposures and chances to see,
hear, write, and use new words









Emphasis on students using strategies















Word play and motivation activities

* Each time one of the elements on the checklist was found in the lesson plans a  is marked. There can be up to
five  marks in one week, representing one each day.
Finally, Figures 6-10 are a set of five bar graphs that represent the data collect from the
pre and post surveys. Each of the five graphs is linked to one of the five questions on the
surveys. Figure 6 shows that over the course of the three weeks all but two students stated they
love learning new words. Five students increased their answer from sometimes to yes. Student
26 maintained that he/she sometimes enjoys learning new words, and student 20 went from
always loving to learn new words to sometimes loving to learn new words. Figure 7 shows over
the course of the three weeks that most students do not get frustrated when they come to a word
they do not understand. This supports the learning that was done through a variety of vocabulary
strategies. Fifteen out of twenty-four students do not get frustrated. Eight students sometimes
get frustrated and one student continues to get frustrated when he/she comes to an unknown
word. Figure 8 shows that twenty-two out of twenty-four students believe they are good readers,
which in turn allows them to have confidence in their written retellings. At the end of the three
weeks all twenty-four students stated they enjoy playing word games. This information is
represented in Figure 9. Finally, in Figure 10, sixteen students stated they will now use word
strategies when they read, and eight students stated they sometimes use word strategies when
they read. Eleven students increased their answer from the pre to the post survey.
Figures 6-10
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 25
Pre and Post Survey on “Words! How Do You Feel?”
Figure 6
Question 1: I love learning new words when I read!
4
3
Pre-Survey
2
Post-Survey
1
0
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526
Figure 7
Question 2: I get frustrated when I come to a word I cannot read or understand.
4
3
Pre-Survey
2
Post-Survey
1
0
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526
Figure 8
Question 3: I believe I am a good reader.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 26
4
3
Pre-Survey
2
Post-Survey
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Figure 9
Question 4: I enjoy playing word games.
4
3
Pre-Survey
2
Post-Survey
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Figure 10
Question 5: I use strategies like story maps to help me learn and understand new words.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 27
4
3
Pre-Survey
2
Post-Survey
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Note: All questions except for question two use the rubric 1=Nope, 2=Sometimes, 3=YES!
Based on the formation of question two, 3=Nope, 2=Sometimes, 1=YES!
Overall, this data supports that at least fifteen minutes of direct, explicit vocabulary
instruction along with indirect activities will in fact help to increase reading comprehension
through written retellings, and will also help students become word detectives.
VI.
ACTION PLAN
This research has proven that direct, explicit vocabulary instruction does enhance the
student’s learning in reading comprehension, especially with written retellings. I will continue to
teach and reinforce vocabulary through the use of varied strategies and tools in fifteen minute
lessons daily. I will also use previously taught strategies for indirect learning during centers and
guided reading. I intend on presenting my research data with my school at an upcoming
professional development day where I can encourage and show how connected direct vocabulary
instruction relates to reading comprehension. I look forward to my students’ increased ability to
be word detectives, and to comprehend their reading through written retellings with the support
of studied vocabulary.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 28
VII.
REFERENCE LIST
Allen, J. (1999). Words, words, words. Portland, Maine: Stenhouse Publishers
Armbruster, B. & J. Osborn (2001). Put reading first: the research building blocks for teaching
children to read K-3. Jessup, MD: National Institute for Literacy.
Blachowicz, C. & P. Fisher (2004, March). Vocabulary lessons. Educational Leadership, 61(6),
66-69.
Earle, A. (2001). Zipping, zapping, zooming bats. New York, NY: McGraw-Hill School
Division.
Fountas, I. & G.S. Pinnell, (2001). Guided readers and writers grades 3-6: teaching
comprehension, genre, and content literacy. Portsmouth, NH: Heineman.
Hoyt-Goldsmith, D. (2001). The best vacation ever. New York, NY: McGraw-Hill School
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 29
Division.
Macomb Regional Literacy Training Center (2003). Interactive notebook for power of words.
Macomb, MI: MRLTC.
Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria,
VA: Association for Supervision and Curriculum Development.
National Reading Panel, (2000). Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction
(Report No. NIH-00-4769). Bethesda, MD: National Institute of Child Heath and Human
Development. (ERIC Document Reproduction Service No. ED444126)
Time for Kids (2001). Going batty for bats: special edition. New York: NY: McGraw-Hill
School Division.
Vaughn, S. & S. Linan-Thompson (2004). Research-based methods of reading instruction:
grades 3-5. Alexandria, VA: Association for Supervision and Curriculum Development.
VIII.
APPENDIXES
Appendix A
Research
Question
1. Will using
research-based, direct,
explicit vocabulary
instruction increase
reading comprehendsion in my students as
evidenced by their
ability to retell using
more specific details
and vocabulary
incorporated in the
story?
Data Collection Matrix
Data Source #1
Data Source #2
Data Source #3
Pre-test & Rubric
Teacher Observations
Post-test & Rubric
-Students will make a
prediction of each
new story we read
-Students working
with and using
vocabulary will be
measured and
documented through
the use of a matrix
-After working each
week with a story,
students will write a
retelling of the story
using graphic
organizers or any
other materials
introduced
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 30
(RQ1)
2. Will 15 minutes of
direct, explicit
vocabulary instruction
on a daily basis be
adequate time for
deepening vocabulary
knowledge in my
students?
(DS1)
Teacher reflections
(DS2)
Student Rubric
(DS3)
Lesson plans
-I will record in a
daily journal my
observations, feelings,
and ideas about direct
vocabulary instruction
-Identifies student
perception of time
after each lesson
-I will compare my
lesson plans from
three weeks prior to
the study to my lesson
plans during the three
week study
(RQ2)
3. Will the addition
of engaging direct
vocabulary instruction
with learning
strategies improve
students’ motivation
and enthusiasm to be
word detectives,
collectors, and
expanders?
(DS1)
Pre-Student Survey
“Words—How Do
You Feel”
(DS2)
Student Reflections
(DS3)
Post-Student Survey
“Words—How Do
You Feel”
(RQ3)
-Will measure student
attitudes towards
learning new words
and reading before
beginning direct
teaching of
vocabulary
(DS1)
-Daily in Vocabulary
Journals (i.e. What
did you enjoy about
today’s learning?)
(DS2)
-Same survey as
before
-Will measure any
changes in attitudes
and growth
(DS3)
* Each data source is marked according to the research question and which source number it is. For example:
Research Question 1 and Data Source 2 are marked as RS1/DS2 at the bottom of the source itself for easy reference
Appendix B
Predicting
Pre-Vocabulary Development Rubric
4
Student develops a concise prediction of the story. Student’s depth of
comprehension is present through the use of specific examples and
vocabulary. Student shows enthusiasm for words and word learning.
Student takes responsibility for his/her word learning by applying
appropriate word learning strategies.
3
Student develops a surface level prediction of the story. He/she includes
specific details, but does not use adequate vocabulary to support their
comprehension of the story. Student shows an interest for words and word
learning. Student is beginning to take responsibility for his/her word
learning by applying word learning strategies.
Student writes 2-3 sentences predicting the story. He/she includes little
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 31
2
1
knowledge of vocabulary in their writing about the story. Student has little
interest for words and word learning. Student seldom takes responsibility
for his/her word learning. Student seeks assistance with word learning
strategies.
Student refuses to write or writes 1-2 sentences predicting the story. He/she
includes no detail of understanding with the use of vocabulary. Student
shows no interest in words or word learning. Student takes no responsibility
for his/her word learning. Student never seeks assistance with word
learning strategies.
RQ1/DS1
Appendix C
Retelling
Post-Vocabulary Development Rubric
4
Student develops a concise retelling of the story. Student’s depth of
comprehension is present through the use of specific examples and
vocabulary used from the weekly study. Student shows enthusiasm for
words and word learning. Student takes responsibility for his/her word
learning by applying appropriate word learning strategies.
3
Student develops a surface level retelling of the story. He/she includes
specific details, but does not use adequate vocabulary to support their
comprehension of the story. Student shows an interest for words and word
learning. Student is beginning to take responsibility for his/her word
learning by applying word learning strategies.
Student writes 2-3 sentences retelling the story. He/she includes little
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 32
2
1
knowledge of vocabulary in their writing and comprehension of the story.
Student has little interest for words and word learning. Student seldom
takes responsibility for his/her word learning. Student seeks assistance with
word learning strategies.
Student refuses to write or writes 1-2 sentences retelling the story. He/she
includes no detail of understanding with the use of vocabulary. Student
shows no interest in words or word learning. Student takes no responsibility
for his/her word learning. Student never seeks assistance with word
learning strategies.
RQ1/DS3
Appendix D
Teacher Reflection Journal
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 33
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
RQ2/DS1
Appendix E
Lesson Plan Compare/Contrast Checklist
Week
1
Before
Teacher Demonstrates Enthusiasm for
Words and Word Learning:
Daily read-aloud
Word or word activity of the day
Teacher Provides Word-Rich
Environment:
Word charts/posters
Books on words and word play
Week
2
Before
Week Week Week Week
3
1
2
3
Before During During During
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 34
Word games
Puzzle books and software
Teacher Models, Supports, and Develops
Good Strategies:
Rich instruction on content area
vocabulary
Use of mapping, webbing, and other
graphics to show word relationships
Multiple exposures and chances to see,
hear, write, and use new words
Emphasis on students using strategies
Word play and motivation activities
* Each time one of the elements on the checklist was found in the lesson plans a  is marked. There can be up to
five  marks in one week.
RQ2/DS3
Appendix F
List of Student Reflection Prompts
Monday: What did you enjoy about today’s vocabulary lesson? How did this differ from lessons
in the past?
Tuesday: How could I make your word learning more fun and exciting? What would you
change about today’s lesson?
Wednesday: In what ways do you feel like you are growing as a learner of new words? How do
you want to use these strategies in your reading?
Thursday: List three things you have learned so far this week about words and word learning.
Give examples for each thing learned.
Friday: What word learning strategies that you have learned this week would you like to use
again? Why?
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 35
RQ3/DS2
Appendix G
Classroom Observation Checklist
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Day
15
Day
14
Week Three
Day
12
Day
10
Day
9
Week Two
Day
7
Day
5
Day
4
Day
2
Week One
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 36
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24

Means that the student was observed using and engaging in vocabulary and word learning
strategies.
RQ1/DS2
Appendix H
Words! How Do You Feel?
(Pre-Survey)
Student Number:
Nope
Sometimes
YES!!
Color the face that best describes how you feel
for each question.
1
2
3
I love learning new words when I read!
*If you chose 1 or 2, what would make
your response a 3?
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 37
I get frustrated when I come to a word I
cannot read or understand.
3
2
1
1
2
3
1
2
3
1
2
3
*Explain how you feel when you can’t
figure out a word.
I believe I am a good reader.
*What things make you a good reader?
*How can you become a better reader?
I enjoy playing word games.
*What word games do you play?
*What games do you want to learn?
I use strategies like story maps to help
me learn and understand new words.
*How do these strategies help you?
RQ3/DS1
Appendix I
Words! How Do You Feel?
(Post Survey)
Student Number:
Color the face that best describes how you feel
for each question.
I love learning new words when I read!
*If you chose 1 or 2, what would make
your response a 3?
Nope
Sometimes
YES!!
1
2
3
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 38
I get frustrated when I come to a word I
cannot read or understand.
3
2
1
1
2
3
1
2
3
1
2
3
*Explain how you feel when you can’t
figure out a word.
I believe I am a good reader.
*What things make you a good reader?
*How can you become a better reader?
I enjoy playing word games.
*What word games do you play?
*What games do you want to learn?
I use strategies like story maps to help
me learn and understand new words.
*How do these strategies help you?
RQ3/DS3
Appendix J
Student Rubric for Time
Students will fill out a rubric at the end of each 15 minute lesson daily.
STUDENT NUMBER:
DATE:
3
I had extra time to explore more on my own.
2
The activity time was just right.
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 39
1
I needed more time.
RQ2/DS2
Appendix K
Vocabulary Terms
Week One—“The Best Vacation Ever” (Hoyt-Goldsmith, 2001, p. 70-87):
Brave
Guess
Independence
Museum
Practiced
Vacation
Wonder
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 40
Week Two—“Zipping, Zapping, Zooming Bats” (Earle, 2001, p. 94-111):
Disturb
Echolocation
Explore
Hibernate
Nature
Several
Terrific
Week Three—“Going Batty for Bats” (TFK, 2001, p. 118-121):
Breath
Cover
Crops
Darkness
Mammals
Scary
Study
IX.
REFLECTION
Conducting this research on direct, explicit vocabulary instruction was definitely an eye
opening experience. When faced with the initial assignment, I was overwhelmed and unaware of
the growth I would make over the course of the next eight weeks. I now look back and realize I
have come a long way in my understanding and knowledge of action research. This experience
has truly enhanced my professional development by giving me the confidence and insight into
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 41
how to conduct research to guide my instruction and questions I have within my classroom
teaching. I now understand the importance of going deep into issues that make a difference for
my students and school. I have been given the foundation necessary for conducting action
research for any area of interest or need within my own realm of teaching, and maybe even
within my school as well. I faced challenges and complications along the way of research, but in
the end found a great level of ease with researching and analyzing data. Knowing that this
course has given me these things, I am excited to see what new areas of research I can begin to
conduct.
As I reflect over the course of the last eight weeks of planning and action research I am
confident in my results. Through my review of literature and my three weeks of data collecting
it is evident that reading comprehension can be enhanced by direct, explicit vocabulary
instruction. My students became more confident in their learning and reading, and as a result
their reading comprehension through written retellings became more concise and full of a deep
understanding of vocabulary. I do not believe I need to go further into this research topic. I feel
very comfortable with the results and outcome.
Collaborative action research will definitely be something I use in the future to guide me
in my instructional practices, to help answer difficult questions, and to assist my colleagues in
their questions as well. I am on several different curriculum area committees in our school
district, and I believe I can now use this knowledge and method to help lead and guide our
committees to the best possible instruction for our students. I also plan to use this research
method to guide me in my daily instruction on an informal basis. I feel as if I am more aware of
Collaborative Action Research: Direct, Explicit Vocabulary Instruction 42
what is needed or missing in my daily instruction, and I am excited to see how my learning and
growth in collaborative action research will help me in my journey of becoming a master teacher.