Running head: GRAPHIC ORGANIZERS USED TO IMPROVE CONTENT AREA
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The Impact of the Use of the ‘Own the Word’ Graphic Organizer on Sixth Grade
Students’ Social Studies Vocabulary Acquisition
Mary Losch
East Carolina University
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Abstract
The purpose of this action research was to examine how use of the Own the Word
graphic organizer would affect vocabulary achievement of sixth grade students. This
research used a quasi-experimental pre-/post-test design. The intervention group used the
Own the Word graphic organizer to learn their vocabulary words while the control group
received direct vocabulary instruction. An independent t-test using the mean gain scores
from pre- and post-test data (two-tailed=0.02) and from pre- and post-comfort survey
(two-tailed=0.01) suggests the intervention used positively impacted the vocabulary
achievement of the intervention group.
Keywords: Own the Word graphic organizer, content area vocabulary, middle
school, social studies
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How Will the Use of the ‘Own the Word’ Graphic Organizer Improve the Content
Vocabulary of Sixth Grade Social Studies Students?’
This research study examined the action research question, “How will the use of
the ‘Own the Word’ graphic organizer improve the content vocabulary of sixth grade
social studies students?” Fisher and Frey (2012) suggest the demands of content area
vocabulary surge at the beginning of middle school. They also suggest that at the
beginning of middle school, students have not been introduced to many content-rich
technical words (Tier 3 words), but rather the more common Tier 1 and Tier 2 words.
Tier 1 words are basic words that are used over different subject areas; Tier 2 words are
words that are used in several different subject areas; and Tier 3 words are words that one
will see specifically in one subject area. During middle school, there is a dramatic swell
in the use of specialized Tier 3 words. However, most students are not equipped with the
appropriate background vocabulary skills and knowledge needed to be successful in the
middle school setting.
To combat this challenge, Lambe and Callison (2011) suggest that the use of
graphic organizers is helpful with aiding students’ reading comprehension, supporting
cognitive learning theories, and providing students with a way to process and organize
information. Students using graphic organizers show improvement across multiple
content areas and grade levels. Graphic organizers are also beneficial tools because they
can easily be made and modified by teachers and assist students of different academic
levels. Students may also use graphic organizers to heighten their vocabulary acquisition.
Graphic organizers provide students a direction for examining and learning new
vocabulary and other content area specifics.
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The Own the Word graphic organizer is an organizer found on the West Virginia
Department of Education (2014) website. This graphic organizer places the vocabulary
word in the middle of the organizer. The students will place their definition of the word
at the top of the page and they will include a picture that will help them remember the
definition at the bottom of the organizer. The students are asked to place the word’s part
of speech, antonyms and synonyms on the left hand side of the organizer in individual
bubbles. Finally, the students are asked to use the vocabulary word in a sentence in a
rectangle down the right hand side of the organizer.
The purpose of this research is to explore an action research study that
investigated the following question: “How will the use of the ‘Own the Word’ graphic
organizer improve the content vocabulary of sixth grade social studies students?” The
Own the Word graphic organizer is an organizer that allows students to process
information about their vocabulary words and to activate information through the use of
systematic processes in order to accelerate higher order thinking skills, making
information readily available. A literature review supporting the research question
follows.
Literature Review
There are three different tiers of words within the academic realm. Examples of
Tier 1 words would include: book, dog, run, see, dog, and orange. These are the most
basic and common words that are used in reading and writing. Tier 2 words are words,
which are used over a couple of different settings and contexts. Tier 2 words also have
different meanings depending upon the context in which they are used. Examples of Tier
2 words include: masterpiece, benevolent, fortunate, industrious, and measure. Finally,
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Tier 3 words are words that are specialized, or domain specific, meaning students will
only see and use these words within specific content areas. Tier 3 words would be words
like: amino acid, economics, isotope, and Revolutionary War. Tier 3 words are words
that students will hear in their different content area classes. These words do not usually
carry over from one subject to another.
Baumann, Ware, and Edwards (2007) suggest that students should be supported in
the development of vocabulary knowledge. Vocabulary instruction within the secondary
classroom is important because students in middle and high schools are expected to
typically use Tier 3 words. However, because students' vocabulary use has been largely
limited to Tier 1 Words, students struggle to acquire more advanced vocabulary. Tier 1
words are the most basic words. Because students’ vocabulary use has been largely
limited to Tier 1 words, students struggle to acquire more advanced vocabulary. It is
estimated that students use 5,000-7,000 words a day, but they will be expected to use an
estimated 88,500 words during their secondary school experience (Fisher & Frey, 2012).
Vocabulary is a key enhancer of reading comprehension, fluency, and
achievement. The expansion of vocabulary is a result of comprehension as well as a
foundation of comprehension. Word meanings make up as much as 70-80% of
comprehension. Therefore, vocabulary instruction is a significant component of the
secondary school’s curriculum (Bromely, 2007).
Nagy and Townsend (2012) define academic language as the specific oral and
written language within academic settings that assist thinking within a disciplinary
content. Academic language is generally the language of textbooks, as well as academic
settings, like the classroom. They also suggested that it is important for students to be
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familiar and knowledgeable with words that are used in academic writings, readings, and
settings. Students will become more successful when they know the meanings of the
words that they are being exposed to in the academic setting. Nagy and Townsend
(2012) are also credited for defining academic language as specific because it is able to
express abstract, technical, and distinct ideas that are not tested in social and casual
conversations. Vocabulary could be categorized as general and specialized. Students do
not generally use academic vocabulary within their day-to-day conversations. Fisher and
Frey (2014) suggest that students in secondary school settings will be exposed to
thousands of new academic words, therefore, it is imperative to foster an environment in
which students are learning and applying the newly acquired words that are being taught.
Teaching in Content Areas
Fisher and Frey (2012) explain that vocabulary instruction should include the
following three basic beliefs for students to be engaged with learning new words: they
should be able to make personal links to the vocabulary, students should be absorbed
with vocabulary, and students should combine meanings through several informational
resources. These principles will provide students an opportunity to interact and engage
with the vocabulary of the subject in which they are studying. The principles provided by
Fisher and Frey (2012) also allow an opportunity for the students to take ownership of the
words in which they will be held responsible for learning.
In 2014, Fisher and Frey also suggested using four basic approaches to teaching
vocabulary within the content areas. These approaches are wide reading (a program that
provides reading practice to struggling readers), selecting vocabulary words for the
students, providing time for the students to collaborate with other students, and modeling
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word-solving strategies with the students. By using a blend of vocabulary instruction,
students will be exposed to vocabulary in different ways. Students will also be better
prepared to recall the words when students are asked to do so. As stated by the research
above, students need teachers to aid them when selecting appropriate vocabulary words
as well as to help facilitate ways to make connections between personal
information/background knowledge and vocabulary. The aid given to students includes
the opportunities to work together in order to create an ownership of their own learning.
Students need to be highly engaged with the vocabulary they are learning in order to be
successful at understanding and using them. Teachers can support their students in many
ways but one effective way to reinforce students in the classroom is by having a teacher
read to them and point out the important or foreign words within the text (Bintz, 2011).
Pointing out important vocabulary words will not only create an awareness of new words,
but it will allow them to see and hear the words used within context.
According to Harvey and Goudvis (2007), teachers need to demonstrate how to:
ask and investigate authentic questions, demonstrate how they learn to read and
understand multiple sources, recognize diverse perspectives and interpretations, use
multiple expressions (art, reading, writing, and verbal), combine information within the
class, and combine different opinions in order to support multiple views from other
content areas. In turn, these practices will enhance vocabulary mastery in and out of the
classroom setting.
Direct Vocabulary Instruction
During direct vocabulary instruction, teachers will determine the vocabulary
words that will be included within classroom instruction. During direct vocabulary
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instruction, teachers determine which words will be introduced and taught before the
students complete a reading passage. After the students complete reading the passage,
they are then assessed on their vocabulary knowledge. Ford-Connors and Paratore (2014)
have suggested that while a direct vocabulary instruction will benefit students, this type
of instruction is not the most effective way of teaching vocabulary to students.
According to Blachowicz and Fisher (as cited by Fisher and Frey, 2012), teachers
are advised that students should be engaged in word learning, able to make personal
connections, be absorbed in vocabulary, and able to merge word meanings through
multiple sources. It is because of these four essentials of vocabulary instruction that
teachers need to find different sources and strategies to help students become successful
at acquiring new vocabulary and being able to use the information within the classroom
as well as outside of the classroom. According to Ford-Connors and Paratore (2014),
vocabulary instruction is imperative because there is a positive correlation between a
student’s reading comprehension and whether or not the student has an extensive
vocabulary. The use of vocabulary instruction is of significant importance because it is
necessary for students to have an extensive vocabulary in order to support the growth of
comprehension. Therefore, it is best for a teacher to employ strategies to help students
widen their knowledge of vocabulary, as well as strategies to help strengthen their
comprehension. Ford-Connors and Paratore (2014) also suggested that students with a
wide vocabulary have better academic success versus those that do not. With this in
mind, students with expansive vocabularies will be more successful with reading.
Graphic Organizers as a Vocabulary Strategy
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An effective tool in vocabulary instruction is the use of graphic organizers.
According to Margaret Egan (1999), graphic organizers are an effective strategy in
teaching students because they allow students to structure information in a manner, which
will allow them to mentally and systematically retrieve information. An effective
organizer for students to use is a word map, a graphic organizer that places the
vocabulary word in the middle of the organizer while the surrounding cells are used to
place relative information. Graphic organizers are used to accelerate higher order
thinking and help students recover information (Phillips et al., 2008). With the ability to
retrieve information from the graphic organizer quickly, students will have the
opportunity to properly apply appropriate meanings of vocabulary words in order to
better comprehend academic reading passages.
As stated by Phillips, Foote, and Harper (2008), the use of synonyms and
antonyms is another strategy that can be employed to help a student to build “stronger
and deeper understanding of the concepts behind vocabulary words” (p. 65). The use of
mapping out associations of words will allow the students to systematically communicate
information that the students are learning (Dye, 2000).
Marchand-Martella, Miller and MacQueen (1998) suggest middle school students
are not prepared for content area learning. This is due to an inability to understand the
meanings of content area vocabulary, thus making it difficult to understand textual
readings as well as lectures from the teacher. Educational researchers also suggest that
the students within a classroom setting are at different academic levels and have a need to
organize information in a manner that would enable them to effectively process content
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information. The use of graphic organizers also helps students to access content
information when asked to do so.
Graphic inquiry is a procedure aimed at finding information and using a graphic
format to create visual representations in order to solve problems, make better decisions,
and evaluate information. According to Lamb and Callison (2011), creating graphic
organizers gives the students the opportunity to improve reading comprehension across
different content areas. Dye (2000) points out that graphic organizers can be an effective
part of a teachers’ instruction because they allow teachers the ability to systematically
communicate information they want their students to learn. Another benefit of graphic
organizers is that students will be able to apply information they are being taught during
classroom instruction and place that information onto a graphic organizer. These
organizers, like the Own the Word graphic organizer, also provide students an organized
and methodical way to help navigate information, which they may be struggling to
understand. Parents of students can help their children reinforce skills that have been
learned at school. Therefore, graphic organizers give parents the opportunity to help their
children review information in a systematic way, which will help the child become more
successful with understanding content area vocabulary.
The Use of Vocabulary Discussions
When students participate in classroom discussions they become more motivated
and engaged with the content that is being taught. According to Stahl and Clark (1987),
students who anticipate being randomly called on to answer questions will become more
motivated to participate in classroom discussions as well as perform better on tasks
within the classroom setting. Students also become greatly motivated when working with
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peers during the school day. Class discussions are a way to motivate students and
encourage them to actively participate in their learning. Discussions can provide students
a chance to discuss curriculum but also to help English language learners become more
familiar with the academic practices within a school setting. Egan (1999) indicates that
students should have opportunities to work collaboratively with other students. Students
may work individually, in pairs, or larger groups in order to motivate them to aspire to
learn new vocabulary together.
The above literature review suggests that academic vocabulary is an important
piece of content area learning. The literature also suggests that students are in need of a
systematic way to learn their vocabulary. Based on this research review, the action
research question was investigated, “What are the effects of using the “Own the Word”
graphic organizer during vocabulary instruction?” Methodological specifics follow.
Methodology
The research design implemented for this action research was the quasiexperimental pre- and post-tests comparison design. During this action research the
independent variable was vocabulary instruction. There were two levels of vocabulary
instruction: direct instruction and the use of a graphic organizer on an intervention
group. Traditional instruction was the use of direct vocabulary instruction, where
students were given definitions of their vocabulary words and studying them at home.
However, the intervention for this action research was comprised of students using the
Own the Word graphic organizer to define, illustrates, expand, and use their vocabulary
words in context. Students were asked to review the vocabulary words throughout the
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course of this study. The dependent variable was the student’s vocabulary knowledge on
the content area vocabulary post-test.
Dependent Variable:
Intervention Students:
Vocabulary Knowledge Used Own the Word
Comparison Students:
The comparison group used direct
Vocabulary Graphic Organizer
vocabulary instruction during the
1. Students were given five
duration of this study.
minutes of collaboration daily
1. Evaluation of the vocabulary
2. Evaluation of the vocabulary words (pre- and post-test)
words (pre- and post-tests)
2. Researcher Log observations
3. Researcher Log observations
4. Survey about the student’s
knowledge of the vocabulary
words.
Figure 1: Independent Variable: Type of Vocabulary Instruction
Participants and Setting
Mary Losch was the researcher and the teacher of record for the participants of
this action research project. This action research took place at G. C. Hawley Middle
School, a rural school in north central North Carolina. At the time of the action research,
G. C. Hawley Middle School had 625 students enrolled. Of the students enrolled, 51% of
them were boys and 49% were girls. The racial and ethnic backgrounds were .32% of
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students identified themselves as American Indian or Alaska Natives, 22.24% identified
as black or African American, 62.4% had identified themselves as Caucasian, 11.68%
were Hispanic/Latino, and 3% identified themselves as two or more races. Another
demographic was the amount of students on free and reduced lunches. At this school,
36.64% of students were on free lunch while 8.32% of students were on reduced lunches.
During this action research, the students were studying ancient India in their
social studies class. During the action research the researcher used two classes. The
comparison group had 24 students while the intervention group had 25 students. The
intact classes were used as the intervention and the comparison groups and both had their
social studies class early in the day.
The intervention group was comprised of 25 students. That group was 40% male
and 60% female. The students in that group categorized themselves as 64% Caucasian,
28% African American, 4% Hispanic and 4% mixed ethnicity. In the control group, the
students were 45.8% male and 54.2% female. They were categorized as 54.2%
Caucasian, 16.7% African American, 25% Hispanic and 4.1% mixed ethnicity.
The classroom that was used during this study had 30 desks. The desks were set
up in seven groups of four, and there were two extra desks set off to the side. The
students were assigned to their groups. They were placed heterogeneously into groups
based on race, gender, and their academic abilities. The students were given their
particular seating assignment since late fall.
Intervention
The intervention that was implemented in this sixth grade classroom was the use
of the Own the Word vocabulary graphic organizer found in Figure 2. The use of this
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particular graphic organizer took place once every week for four weeks. Students in the
intervention group were given a daily five-minute review of their vocabulary words using
their organizers. The students in the comparison group had a daily five-minute review of
the definitions of the words they wrote down in their class notebooks. The vocabulary
words that students were learning were words, which had been selected by the middle
school social studies teachers in Granville County, please see Figure 3. Fisher and Frey
(2014) suggest that teachers selecting vocabulary words for their students to learn is an
effective strategy for helping students gain knowledge of new Tier 3 vocabulary words.
The selected vocabulary words were important for students to know and understand in
order for them to comprehend what was being taught through their classroom readings.
Students in the intervention group were given templates of the Own the Word
graphic organizer, which were completed during the intervention. This graphic organizer
allowed the intervention group to organize information about the vocabulary words while
the comparison group was simply asked to use the dictionary in their student-issued
computers to define their vocabulary words in their classroom composition notebooks.
This notebook was a requirement for their social studies class and was also used as a
reference throughout classroom readings and discussions for the Ancient India Unit.
Fisher and Frey (2014) also point out that students should have the opportunity to
collaborate with their peers. Therefore, students in the intervention group were given
five minutes daily to collaborate with a peer and review the Own the Word graphic, while
the comparison group had five minutes daily to review their definitions independently
(See Figure 2).
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Figure 2. Own the Word graphic organizer. This figure shows the Own the Word
graphic organizer used in the intervention.
The researcher who introduced the graphic organizer in a whole group setting
supported students in the intervention group. The researcher demonstrated how the
intervention group was to complete the graphic organizer by using a gradual release of
information. Once the students had written the first vocabulary word into the organizer,
students used the dictionary application on their school-issued laptop to look up the
definition of each word. The students wrote down the definition of the term they were
learning. Students were asked to write their own definition of their vocabulary word.
While the students were defining their word, they also jotting down the word’s part of
speech, an antonym, and a synonym of the word they were working with. Once the
students had identified a definition, an antonym, a synonym, and the part of speech of the
word they were working with, they wrote their own definition of the word. Once
students had developed their own definition of the vocabulary word, they were asked to
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correctly use the vocabulary word in a sentence. The final piece of the Own the Word
organizer was for the students to draw a picture to remind them of their newly acquired
vocabulary word. The researcher monitored the students as they completed their
organizer templates. It was important that students were monitored while they worked in
order to make sure they were correctly completing their organizer.
Beginning on January 7, 2015, the intervention group was given three vocabulary
words Own the Word graphic organizer templates, which they completed during class.
The following words were given: Subcontinent, Vedas, and Caste System. For the
intervention group, students were in a whole group setting and the dry erase board at the
front of the classroom was used to demonstrate how the organizer was to be filled out. It
was demonstrated to the students how the graphic organizer was to be filled out. The
researcher completed the first organizer on the board showing the students how to place
correct information on the organizer. The researcher demonstrated to the students how to
successfully complete the first organizer. The researcher and students filled out the
second graphic organizer together using student input. The researcher continued to
monitor the classroom as the students were writing on their second organizer template;
the researcher helped the students correct any incorrect information. After all students
had correctly completed the second organizer, they were asked to work independently on
their third graphic organizer template. While the final organizer was being completed,
the researcher monitored the work and provided help for the struggling students, when
needed. The intervention group kept their graphic organizers in their social studies
notebooks to use as a reference, when needed. During this time the students were given
time to take out their organizers and review their words with their partners at the
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beginning of each class. Otherwise, class continued with the day-to-day routine of
reading together and teacher directed questioning.
On January 14, 2015, the intervention and comparison groups were given the next
four words: Shudra, Brahman, Kshatriya, and Vaishya. The intervention group was
asked to fill out an Own the Word graphic organizer for each vocabulary word, while the
comparison group used the dictionary application on the computers that were issued to
them by the school. The students in the intervention group had a review of how they
were expected to fill out the word maps. The researcher monitored student progress
while they were completing the organizer appropriately. Researcher and students had a
whole group discussion on these words as classroom readings were completed; this was
in addition to a daily five-minute review.
January 23, 2015, students in both the intervention group and comparison groups
were given the Own the Word vocabulary graphic organizer to complete using the
following words: Reincarnation, Varnas, and Untouchables. The researcher helped the
students in the intervention group that were struggling to fill out the graphic organizer.
Students were involved in whole group discussions on class readings and a five-minute
study period was given to study their vocabulary words with a partner. Students placed
their organizers in a notebook, which they left in the classroom for safekeeping. On
January 30, 2015, both the intervention and the comparison groups were given the last
three words: Karma, Guru, and Dharma. Students in the intervention group were asked
to work in pairs to complete the graphic organizer. The researcher circulated around the
room during this time to ensure that students in the intervention group were getting the
information correctly recorded on their Own the Word graphic organizer.
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Vocabulary words
January 6, 2015
Date the pre-test and the comfort survey were
administered
January 7, 2015-January 13, 2015 Subcontinent, Vedas, Caste System
January 14, 2015-January 21,
Shudra, Brahman, Kshatriya, and Vaishya
2015
January 23-January 29, 2015
Reincarnation, Varnas, Untouchables
January 30, 2015-February 6,
Karma,Guru, Dharma
2015
February 9, 2015
Date the post-test was administered as well as the
comfort survey
Figure 3. The chart above provides the dates and vocabulary words that were assigned to
the intervention and comparison groups.
Data Sources and Data Collection Procedures
During this action research three data sources were used to gather information.
The first quantitative data source was a pre- and post-test containing vocabulary words
from the Ancient India Unit. These were the words that were selected for the student to
study during January and February 2015. The pre- and post-test was a matching
assessment where students were to match terms that corresponded with class definitions.
Also, students were given class readings about Ancient India in order to facilitate whole
group conversation about the vocabulary words. The second quantitative data source
was an evaluation tool that asked students to rate varying degrees of comfort with
explaining each vocabulary word to others.
The third data source was a researcher log. The researcher log was used to collect
qualitative data. Qualitative data is data that cannot be measured and is considered
subjective. Notes were logged into a researcher’s log, this log allowed the researcher to
make notes about student observations on a daily basis. Once data had been logged, the
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researcher was able to analyze information and determine themes that were present
during this action research.
On January 5, 2015, students were given consent forms in order to participate in
this action research, see Appendix A for a copy of the consent form. Students were asked
to take the forms home and review them with their parents in order to provide permission
for me to use the data that was being collected during this action research. All students
returned their consent forms within a week. All the parents gave their consent for the
study, so I was able to collect data on everyone in the class.
On January 6, 2015, students in the intervention and comparison groups were
asked to determine how comfortable they were with the words they were responsible for
knowing by the end of this particular unit. The students in the comparison and
intervention groups completed a chart that provided information to the researcher about
how comfortable the students felt about the words they were going to be exposed to
during this action research, see Appendix B. Also on January 6, 2015, the comparison
and intervention groups both completed a pre-test about the vocabulary words from the
Ancient India unit. These words were the same words that were assigned to them during
this action research. This assessment is found in Appendix C. This pre-test was a
matching quiz and included the terms and definitions, which the students were
responsible for learning over the next four weeks.
All students were given a vocabulary post-test on February 9, 2015. The pre- and
post-test were the same evaluation. The researcher ensured that the students were
working independently during this time. Once the students had completed the vocabulary
post-test, they were asked to complete the word comfort survey again. Notes were taken
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during this time in the researcher’s log and both sets of the post-test scores were collected
in order for them to be evaluated by the researcher. The results were logged in the
researcher’s log daily.
Data Analysis
The reason for this action research was to determine the effectiveness of using the
Own the Word graphic organizer to help students understand newly introduced
vocabulary words. In order to asses the effectiveness of the graphic organizer, the
researcher used quantitative and qualitative methods to assess and evaluate student
progress throughout the action research.
Quantitative. The first quantitative analysis that was completed used the preand post-test scores from the Ancient India vocabulary quiz that was administered at the
beginning and the end of this study. The mean gain scores of these assessments were
recorded on the Del Siegel spreadsheet. The intervention group members were coded as
ones and the control group members were coded as twos. This code was used in order to
show the scores of the members of the intervention group versus the control group
members on the spreadsheet. In DV column of the spreadsheet, the numbers listed were
the differences from the pre-tests and the post-tests; this is also known as the change
score. There were two Del Siegel spreadsheets completed for this action research. One
spreadsheet was completed to record data from the Ancient India vocabulary pre-/posttest and the other was to record the change score of the survey that was completed
allowing the students to rate how comfortable they were with their Ancient India
vocabulary words at the beginning of the study and at the end of the study.
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The second quantitative analysis was completed in order to ascertain whether or
not the intervention method had a considerable influence on the students’ knowledge of
the Ancient India vocabulary. In order to determine whether or not there was a
significant impact on the students’ vocabulary knowledge, the researcher needed to
complete additional analysis of the independent samples t-test. The Del Siegel
spreadsheet ran the independent samples t-test and further analysis was completed using
the p-value to determine whether or not the intervention influenced student scores or if
the variations randomly occurred. In order to determine whether or not there was a
relationship present amid the students’ scores and the intervention, the p value had to be
less than 0.05.
Qualitative. The researcher made a qualitative analysis of the researcher’s log.
This log was carefully examined and coded in order to find themes that occurred during
the time of the intervention. In order to code the researcher log properly, the researcher
printed out the sheets to the researcher log and the journal was studied. The researcher
read through the log twice making notes in the margins of the log to help identify
possible themes that occurred within the log. Next, the researcher used a highlighter to
identify different areas in which she felt that students demonstrated an association with
the research question. Different colors of highlighters were used in order to show the
different themes that presented themselves throughout the action research. Once all the
relevant information was highlighted the following themes were observed: content
support, student engagement, and student participation.
Validity and Reliability or Trustworthiness
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There were several different threats to the validity of this action research.
Selection was a threat to this study because the students were placed into intact classes by
the administration at the beginning of the school year rather than being selected by the
researcher based on their academic levels. Thus, the academic levels of students in the
intervention and comparison groups may have been different. Motivation could have
also been a threat to the validity of this action research. The students in the control group
were not as motivated as the students in the intervention group. This was evident through
the notes that were taken in the researcher’s log. The researcher logged that the students
in the control had to be asked to pass out the notebooks that were used in the study daily
while the students in the intervention group were more proactive with passing the
notebooks out for the daily study time. Also, students in the control group were asked
more often to “get back on task” more than the students in the intervention group.
Mortality was a threat to validity because the researcher had a student move out of the
intervention group and into another class that was not used in this action research.
Mortality was a threat that could not have been avoided.
The validity of the pre- and post-test was ensured because the same assessment,
found in Appendix C, was used. Using the same assessment helped to ensure that
students had a true knowledge of the words in which they had been assigned to learn. The
researcher’s journal was an instrument used to give the researcher a glimpse into what
was occurring daily, during this action research. The subject of the journal was the use of
the Own the Word vocabulary graphic organizer during vocabulary instruction.
Findings/Results
Once the action research came to an end, results from the pre- and post-tests of
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23
the Ancient India vocabulary unit and the beginning/ending comfort rating survey were
examined and the mean differences were found. This evaluation of the mean score data
for the India vocabulary pre/posttest showed that the intervention group (N=25) had a
mean gain score of 53.96 and the control group (N=24) had a score of 37, students were
graded on a 100-point scale, thus explaining the higher scores. The standard deviation
(SD) was 23.77 for the intervention group and 23.8 for the control group (See Table 1).
The intervention group’s mean gain score was higher than the comparison group’s mean
gain score. This is supported because the intervention group had much larger gains than
the control group. Also, an analysis of the mean gain score of the comfort survey was
completed. This data proves that the intervention group (N=25) had a mean gain score of
25.16 while the control group (N=24) had a score of 7.25. The SD of the intervention
group was 19.09 while it was 7.38 for the control group.
Table 1
Pre- and Post-test Means
Intervention
Control
Mean
53.96
37
SD
23.77
23.8
Mean
SD
25.16
7.25
19.09
7.38
Comfort Survey Means
Intervention
Control
Notes: Intervention N=25; Control N=23
24
GRAPHIC ORGANIZERS USED TO IMPROVE CONTENT AREA
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90
80
70
60
50
Intervention Group
40
Control Group
30
20
10
0
Mean Gain of the Vocabulary
Pretest
Mean Gain of the Vocabulary
Posttest
Figure 4. Comparison of each group’s mean gain scores on the vocabulary pre/posttest.
50
45
40
35
30
25
Intervention Group
20
Control Group
15
10
5
0
Mean Gains of Comfort Survey
Before Intervention
Mean Gains of Comfort Survey
after Intervention
Figure 5. Comparison of each group’s mean gain scores on the comfort survey.
25
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The difference in mean gain scores were used to determine the effect the
intervention has on the students’ knowledge of the Ancient India vocabulary words as
well as the comfort level survey of the students before and after the action research. Data
was entered into an equal variance independent samples t-test for analysis. Once the
researcher analyzed the data, she was able to conclude that the results of the independent
samples t-test suggest that there was statistical evidence that the use of the Own the Word
graphic organizer had a positive impact of the intervention group. The two-tailed p must
be less than 0.05 in order to show significance. For the pre- /post-test, p=0.02, while the
beginning/ending comfort survey p=0.01 (See Table 2). Since both pieces of data shows
that the p is less than 0.05, the intervention was the reason for the change in the scores
and they did not just occur by chance.
Table 2
Independent t-Test on Ancient India Vocabulary Knowledge based on Pre-/Post-test
and Beginning/Ending Comfort Rating Survey
Mean Difference
SE
t-value
df
two-tailed p
Pre-/Post-Test
19.96
6.87
2.47
46
0.02
Beginning/Ending
6.07
Comfort Survey
Note: Significant at the p<0.05 level
2.11
2.87
46
0.01
Qualitative Findings
This action research project lasted four weeks and during that time, the researcher
kept a researcher’s log of what was occurring in her classroom. This included
information on what the participants were doing during their class time. The entries were
used to analyze how both the control and the intervention groups were progressing. The
researcher documented what happened during each day of the action research.
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26
Content support. After reviewing the researcher log, the researcher noted that while the
students were being held responsible for vocabulary of Ancient India during this action
research, they were also be held responsible for learning other pertinent information
about that region. During that time, the students had multiple interactions with the words
and information that they were supplied with throughout the weeks. During this action
research, students were learning about how Ancient India was organized and the history
of this region so students were given information about the vocabulary words in several
different manners. This allowed the students to gain information in multiple different
ways. The researcher used multiple methods to introduce information throughout the
course of this action research. This allowed students of all learning styles an opportunity
to learn information that was provided to them in a variety of ways.
Student Engagement. Through review of the researcher log, the researcher was able to
make a connection between the use of the graphic organizer and student engagement.
After review of the researcher log, the researcher made multiple notes about the
engagement of the intervention group verses the comparison group. The researcher noted
the intervention group had been on task more than the control group. In the researcher
log, it states that the students in the control group were more consistently asked to “get
back on task” and to “make sure you are reviewing your words” as a whole group and
also towards specific kids that were off task. However, in the intervention group the
students were consistently more focused and less distracted than the control group. The
notes in the researcher log supports this claim with the following quote, the researcher
“was impressed with my intervention group. This group was asking more questions
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trying to get a deeper understanding of the words that they are studying during this action
research.”
Student Participation. Looking back on the researcher log, student engagement began
with the distribution of the vocabulary words. In the intervention group, the students
were given their words one at a time and given time to complete the graphic organizer for
each word. As the students completed the organizers they were more willing to share
their thoughts and ideas about each of the vocabulary words. Students that generally
struggle and normally have trouble wanted to tell what they had placed on their
organizer. Students in the intervention group were unfailingly participating while
vocabulary words were being distributed as well as when they were having classroom
discussions involving the vocabulary words. However, in the control group, students
were consistently jotting down their vocabulary words and definitions without any
conversation. The researcher regularly tried to create a situation in which the students
had opportunities to talk to each other about their words as well as provide a whole group
discussion while introducing new vocabulary words. The control group simply did not
have as many classroom discussions or participations as the intervention group did.
Discussion/Conclusions
The purpose of this action research study was to determine whether the use of the
Own the Word graphic organizer was an effective tool in improving content area
vocabulary in sixth grade students. The predicted results were that the students in the
intervention group would score better on the post-test as well as the Beginning/Ending
Comfort Survey than the students in the control group. The researcher believed that the
greater mean gain scores were due to the use of an intervention; in this case it was the
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Own the Word graphic organizer. The belief that the mean gain scores would be higher
was based on the research about vocabulary and the use of graphic organizers that was
conducted prior to this action research. The data that was collected and evaluated at the
end of the action research supported the beliefs of the researcher. The researcher found a
correlation between the use of the Own the Word graphic organizer and significant
positive gains in the post-test that was administered at the end of the intervention. The
quantitative data collected during this action research proved that there is a significant
difference between the use of the Own the Word graphic organizer when learning the
vocabulary words that were taught during the Ancient India unit versus the direct
teaching of the same vocabulary words.
The results of this action research demonstrated that the students in the
intervention group were far more successful than the students in the control group. By
looking at the two-tailed p for each of the measures, it is clear that the data was less than
0.05 and that indicates that the intervention given to the students was successful at
increasing their vocabulary knowledge. The researcher used previously research-based
interventions during this action research project. Through this action research, the
researcher was able to confirm that the practices implemented during this action research
were research based and that the strategies used reinforced the results that were obtained
by the researcher and were used to help students with their academic vocabulary
knowledge.
Since the action research that has been completed during this project suggests that
the intervention is effective, it would be an effective organizer to use not only in social
studies classes but also in other content areas where there are more Tier 3 words. The
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29
researcher will share her findings with other educators so that this intervention can be
used across content areas. Vocabulary knowledge is important for students, especially
those in middle schools. Since most students in middle schools have a considerable lack
in their vocabulary knowledge, it is imperative for students to acquire many Tier 3 words
so they have a better chance of success in middle school and later on in life.
Limitations
There were multiple limitations during this action research including population,
length of study, schedule interruptions, and student absences. This action research was a
study that included a small population of students that are from the same area. There
were only 49 students included in the study. While there were students across several
different races, ethnicities, and social-economic backgrounds, the population that was
used does not appropriately mirror that of the national average. The students are from a
rural area in Granville County. A larger study would yield more accurate details about
whether or not the intervention was effective.
The second limitation that was noted was the length of the study. The study
lasted four weeks and this was a shorter action research project. In order to obtain more
correct data, research would need to last longer than just four weeks. By implementing
the graphic organizer for a longer period of time or during different units may allow for
different results. The longer an action research is carried out the better the possibility of
having accurate results.
The third limitation noted was schedule interruptions. While this was a shorter
action research, there were still a few times in which the school schedule was interrupted
or changed. There were two-hour delays, snow days, half days, as well as changes in the
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schedule for behavior incentives and student rallies. These changes did have an impact
on the amount of school we had as well as the attitude of the participants of this action
research. The students had missed multiple days and the days that were there were
shorter due to the delays and early release that were on the schedule.
The fourth limitation was student absences. This action research occurred at the
height of flu season. Therefore, there were students that missed multiple days due to
illness. Also, there was a student in the control group that was suspended for five days.
The researcher was diligent in having the students make up the time reviewing their
vocabulary words and the graphic organizers. However, it became more difficult to keep
track with students that were habitually missing school or were not there for illnesses,
behavior issues, and the like. Disruptions like these could have influenced the outcome
of this particular action research study.
Implications for Educators
The results of this action research showed a correlation between the use of the
Own the Word graphic organizer and students’ vocabulary knowledge. It provides an
indication that students will have better results with learning content vocabulary using
this graphic organizer than by just using the dictionary to define words. This action
research shows students have significant positive gains when using a graphic organizer to
help them learn the definitions of previously selected vocabulary words. Therefore, it
would be beneficial for all students to use this graphic organizer to learn new vocabulary
words.
This action research is important to educators because it shows secondary
educators how they can use graphic organizers in order to help students learn new Tier 3
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31
words, which will help them become better readers. The words that were used during
this action research were Tier 3 words and the intervention group was better able to use
these words during whole group conversations. This action research is also significant
because it allows the same educators to consider the use of the graphic organizers as a
tool that can be used to increase student engagement, as suggested by the qualitative
analysis of this project. Fisher and Frey (2012) suggest that students should have
personal connections to vocabulary, be absorbed with vocabulary and be able to use
several informational sources in order to combine the meanings of words. The students
in this study were able to do all of these by using the selected graphic organizer.
Future Directions for Research
This particular action research project was successful. However, it would be
beneficial if there were more research on the use of this graphic organizer using a larger
and more diverse population. Using a larger and more diverse group of participants
would ensure more varied results. It would also be beneficial to research the use of this
particular graphic organizer with different academic groups of students to see whether or
not it is an effective tool to help students of different abilities. Exceptional children and
English Language Learners may yield even more significant gains from such a study. It
would also be beneficial if there were more information about whether or not this graphic
organizer could benefit students that have disabilities and the academically gifted.
Reflection
This action research has taught me a great deal about content area vocabulary as
well as vocabulary instruction. I have been able to share the literature that was reviewed
for this course to the teachers and parents of the students that I work with. The literature
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32
has been beneficial in helping me plan more effective vocabulary lessons. I now know
that when my students come to me at the beginning of the sixth grade that they need me
to have lessons that are rich in vocabulary and interesting to them. Egan (1999) suggests
that students use graphic organizers in order to help students to systematically and
mentally retrieve information. Therefore, I have found that the use of graphic organizers
within my classroom has been a more effective strategy that having students experience
only direct vocabulary instruction. Students also have had more success when they have
had the opportunity to work in collaborative groups. I have found the collaborative
groups to be beneficial to my struggling students, especially the English Language
Learners.
The process of this action research motivated me in multiple ways. In the
beginning, I found the review of the literature to be overwhelming. However, the more
research I did, the more interested in vocabulary that I became. While I knew that
graphic organizers useful to help my students, I was not aware of how much they could
positively impact my students and their learning. Through the research process I began
to respect the use of graphic organizers more than I had previously. Therefore, I have
been more motivated to use graphic organizers in my class to help students with their
vocabulary.
This action research also challenged me to consider having more group
discussions about content vocabulary. Through the initial research and this process I
have come to appreciate students having conversations about their vocabulary words. I
have found that the students that are in need of extra vocabulary support are in need of
these conversations. This may include my struggling students, English Language
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Learners and students and any other students that may not have strong foundations in
vocabulary. Through this process I have become more motivated to allow my students to
have vocabulary discussions in whole and small groups.
It was challenging for me to create this action research and become assertive
enough to gain district approval, Appendix D. During one point of this project I was
asked to meet with the director of instruction for our school district and was anxious
about the meeting. What I realized during the meeting with this individual is that I have
become more knowledgeable about vocabulary instruction in the content area than I was
giving myself credit for. I left this meeting excited to complete my action research as
well as to implement other newly acquired skills throughout this process. I also felt the
same types of anxieties through obtaining IRB approval, Appendix E. At the beginning
of READ 6406, I remember thinking that I would never be able to complete this journey.
There were so many components. These components definitely took me out of my
comfort zone, but I have gained a tremendous amount of knowledge and confidence
through this process.
Once my action research was planned and I was ready to start my project I felt a
great deal of excitement and pride. I was excited to have the students start their
intervention and it was interesting to watch and record what was happening on a day-today basis. I was astounded with what I had recorded in my researcher’s log. It was
fascinating to see how the students became engaged with and excited about their
vocabulary. Student engagement was the key in this particular study. This study has
motivated me to keep vocabulary instruction interesting and engaging for my students.
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References
Baumann, J. F., Ware, D., & Edwards, E., C., (2007). Bumping into spicy, tasty words
that catch tongue: A formative experiment on vocabulary instruction. The
Reading Teacher. 61(2), 108-122. doi:150.216.68.200
Bintz, W. P. (2011). Teaching vocabulary across the curriculum. Middle School Journal,
42(4), 44-53. Retrieved from
http://search.proquest.com.jproxy.lib.ecu.edu/docview/869121667?accountid=10
639
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary
instruction. International Reading Association. 50 (7). 528-537.
doi:150.216.42.128
Dye, G. A. (2000). Graphic organizers to rescue! Teaching Exceptional Children, 32(3),
72. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/
201177626?accountid=10639
Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of
Adolescent & Adult Literacy, 42(8), 641-645. Retrieved from
http://search.proquest.com.jproxy.lib.edu/docview/216942532?accountid=10639
Fisher, D. & Frey, N. (2012a). Content area vocabulary learning. The Reading Teacher.
67 (8). 594-599. doi:10.1002/trt.125
Fisher, D. & Frey, N. (2012b). Improving adolescent literacy: content area strategies at
Work (3rd ed.) Boston, MA: Pearson.
Frey, N. & Fisher, D. (2014). Vocabulary learning across content areas. Principal
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Leadership, 14 (8), 56-59. Retrieved from
http://search.proquest.com.jproxy.lib.ecu.edu/docview/1512530013?accountid=10
639
Ford-Connors, E., & Paratore, J. R. (2014). Vocabulary Instruction in Fifth Grade
and Beyond: Sources of Word Learning and Productive Contexts for
Development. Review of Educational Research. doi:10.3102/0034654314540943
Harvey S. & Goudvis, A. (2007) Strategies that work: teaching comprehension for
understanding and engagement (2nd ed) Portland, ME: Steinhouse.
Lamb, A., & Callison, D. (2011). Graphic inquiry for all learners. School
Library Monthly, 28(3), 18-22. Retrieved from
http://search.proquest.comjproxy.lib.ecu.edu/docview/1018179930?accountid=10
639.
Marchand-Martella, N., Miller, T.I., & MacQueen, C. (1998). Graphic organizers.
Teaching Pre K-8, 28(4), 46-48. Retrieved from http://search.proguest.com.
jproxy.lib.ecu.edu/docview/231914863?accountid=10639
Phillips, D. C. K., Foote, C. J., Harper, L. J. (2008). Strategies for effective vocabulary
instruction. Reading Improvement, 45(2), 62-68. Retrieved
from http://search.proquest.com.jproxy.lib.ecu.edu/docview/215796641?account
id=10639
Stahl, S. A., & Clark, C. H. (1987). The Effects of Participatory Expectations in
Classroom Discussion on the Learning of Science Vocabulary. American
Educational Research Journal, 24(4), 541–555. doi:10.3102/00028312024004541
West Virginia Department of Education. (2014). [“Own the Word” graphic organizer
GRAPHIC ORGANIZERS USED TO IMPROVE CONTENT AREA
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template is found on a Microsoft Word document, November 2014.] West
Virginia Department of Education. Retrieved from
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
36
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Appendix A
Consent Form
Dear Parent/Guardian,
As part of my Master’s of Reading Education degree requirements at East Carolina
University, I am planning an educational research project that will help me learn more
about the impact of using graphic organizers during vocabulary instruction.
The fundamental goal of this project is to improve student’s vocabulary through the use
of a particular graphic organizer. I have investigated an effective instructional practice,
the use of the “Own the Word” graphic organizer that I will be implementing during my
social studies vocabulary instruction in January and February 2015. I am going to track
student improvement during social studies vocabulary instruction for four weeks. The use
of a pre/post-test and student observations will allow me to track student progress.
This project has been approved by my instructor at ECU, Dr. Elizabeth Swaggerty, and
the ECU Institutional Review Board.
I am asking permission to include your child’s progress in my project report. Your child
will not be responsible for “extra” work as a result of this project. The decision to
participate or not will not affect your child’s grade. I plan to share the results of this
project with other educators through presentations and publications to help educators
think about how they can improve reading instruction in their own classrooms. I will use
pseudonyms to protect your child’s identity. The name of our school, your child, or any
other identifying information will not be used in my final report. Please know that
participation (agreeing to allow me to include your child’s data) is entirely voluntary and
your child may withdraw from the study at any point without penalty.
If you have any questions or concerns, please feel free to contact me at school at 919528-0091, ext. 110 or email me at eppsml@gcs.k12.nc.us. You may also contact my
supervising professor at ECU, Dr. Elizabeth Swaggerty, at swaggertye@ecu.edu,
252.328.4970. If you have questions about your child’s rights as someone taking part in
research, you may call the Office of Research Integrity & Compliance (ORIC) at 252744-2914 (days, 8:00 am-5:00 pm). If you would like to report a complaint or concern
about this research study, you may call the Director of the OHRI, at 252-744-1971.
Please indicate your preference below and return the form by _____________________.
Your Partner in Education,
38
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Mary Losch
6th grade teacher
G.C. Hawley Middle School
-------------------------------------------------------------------------------------------------
As the parent or guardian of ________________________________________, I grant
permission for _______________________ to use my child’s data in the educational
research project described above regarding vocabulary instruction. I voluntarily
consent to___________________ using data gathered about my child in her study. I
fully understand that the data will not affect my child’s grade and will be kept
completely confidential.
Signature of Parent/Guardian:______________________________________
Date____________________________
-OR-
As the parent or guardian of _______________________________, I do not grant
permission for my child’s data to be included in the study.
Parent/Guardian: ______________________________________Survey to be used
during this action research:
Name:_______________________________________________
Date: _______________________________________________
Please rate how comfortable you feel about the following terms:
Vocabulary
Word:
Subcontinent
Reincarnation
Varnas
Untouchables
Shudra
Caste System
I have not seen
this word.
I have seen and
heard of this
word.
1
1
1
1
1
1
2
2
2
2
2
2
I know what
this word
means.
3
3
3
3
3
3
I know this
word and I can
explain it to my
classmates.
4
4
4
4
4
4
39
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Karma
Brahman
Vedas
Kshatriya
Guru
Kshatriya
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
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Appendix B
Comfort Chart
Name:_______________________________________________
Date: _______________________________________________
Please rate how comfortable you feel about the following terms:
Vocabulary
Word:
Subcontinent
Reincarnation
Varnas
Untouchables
Shudra
Caste System
Karma
Brahman
Vedas
Kshatriya
Guru
Kshatriya
Dharma
I have not seen
this word.
I have seen and
heard of this
word.
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
I know what
this word
means.
3
3
3
3
3
3
3
3
3
3
3
3
3
What is your word knowledge for the words in the Ancient India Unit?
_______________
I know this
word and I can
explain it to my
classmates.
4
4
4
4
4
4
4
4
4
4
4
4
4
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Appendix C
Ancient India Pre-Test/Posttest
Please match the following words to their appropriate definitions.
a.
b.
c.
d.
e.
Subcontinent
reincarnation
Varnas
Untouchables
Shudra
f. Caste System
g. karma
h. Brahman
i. Vedas
j. Kshatriya
k. guru
l. Kshatriya
m. dharma
______ 1. A member of the Hindu military caste, these members protect society.
______ 2. Being part of the lowest-caste in the Hindu social structure. The people outside
of the caste system
______ 3. A member of the worker caste, this is the lowest of the four Hindu castes.
______ 4. The most ancient Hindu scriptures, these were written in early Sanskrit and
containing hymns, religious viewpoints, and guidance on ritual for the priests.
______ 5. A spiritual teacher in Buddhism and Hinduism
______ 6. A large distinct part of a continent
______ 7. Brahman, Kshatriya, Vaishya, and Shudra are parts of the Hindu ________.
______ 8. The belief in Hinduism that states people are born into a specific caste duty in
accord with the cosmic order.
______ 9. The priesthood is the highest Hindu caste.
______ 10. A hereditary system of jobs, social culture, social class, and political power
in human society
______ 11. A person or animal in which a particular soul is believed to have been reborn
______ 12. In Hinduism and Buddhism, the sum of a person's actions in this and previous
states of existence, viewed as deciding their fate in future existences.
______ 13. The caste of merchants and farmers in Hinduism
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Appendix D
Superintendent’s Letter of Approval
42
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43
Appendix E
ECU IRB Approval Letter
EAST CAROLINA UNIVERSITY
University & Medical Center Institutional Review Board Office
4N-70 Brody Medical Sciences Building· Mail Stop 682
600 Moye Boulevard · Greenville, NC 27834
Office 252-744-2914 · Fax 252-744-2284 · www.ecu.edu/irb
Notification of Exempt Certification
From:
To:
CC:
Date:
Re:
Social/Behavioral IRB
Mary Losch
Elizabeth Swaggerty
12/19/2014
UMCIRB 14-002308
Losch: Effects of Using the "Own the Word" Organizer
I am pleased to inform you that your research submission has been certified as exempt on 12/19/2014. This
study is eligible for Exempt Certification under category #1 .
It is your responsibility to ensure that this research is conducted in the manner reported in your application
and/or protocol, as well as being consistent with the ethical principles of the Belmont Report and your
profession.
This research study does not require any additional interaction with the UMCIRB unless there are proposed
changes to this study. Any change, prior to implementing that change, must be submitted to the UMCIRB
for review and approval. The UMCIRB will determine if the change impacts the eligibility of the research
for exempt status. If more substantive review is required, you will be notified within five business days.
The UMCIRB office will hold your exemption application for a period of five years from the date of this
letter. If you wish to continue this protocol beyond this period, you will need to submit an Exemption
Certification request at least 30 days before the end of the five year period.
The Chairperson (or designee) does not have a potential for conflict of interest on this study.
IRB00000705 East Carolina U IRB #1 (Biomedical) IORG0000418
IRB00003781 East Carolina U IRB #2 (Behavioral/SS) IORG0000418
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