Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies.

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dc.contributor.author Jack, Ashlie R.
dc.date.accessioned 2011-06-28T18:10:33Z
dc.date.available 2011-06-28T18:10:33Z
dc.date.issued 2011-06-28
dc.identifier.uri http://hdl.handle.net/2097/9795
dc.description.abstract The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students’ written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Literacy en_US
dc.subject Vocabulary en_US
dc.subject Reading en_US
dc.subject Authentic discussions en_US
dc.subject Reader response en_US
dc.subject Multigenre projects en_US
dc.title Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies. en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Lotta C. Larson en_US
dc.subject.umi Reading Instruction (0535) en_US
dc.subject.umi Teacher Education (0530) en_US
dc.date.published 2011 en_US
dc.date.graduationmonth August en_US


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