Using Walk Talk Words to Improve First-Grade Students’
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USING WALK TALK WORDS TO IMPROVE FIRST-GRADE STUDENTS’ VOCABULARY DEVELOPMENT by TAMMY CHRISTINE RYAN (Under the Direction of Linda Labbo) ABSTRACT The formative experiment reported in this dissertation explored how two first-grade teachers implemented a vocabulary intervention, Walk Talk Words, which incorporated storybook read- alouds, nonstorybook activities, and digital technologies with available classroom resources to improve 29 first-grade students’ vocabulary development. During an 8-week intervention phase, the researcher worked with two first-grade teachers through focus group meetings to increase the amount of Tier Two words included in instruction. Tier Two words are shown in previous research to be associated with students’ reading comprehension and academic success. Quantitative baseline data were collected to establish students’ entering vocabulary knowledge. Qualitative data were collected during baseline and intervention phases of the study that focused on how the teachers increased students’ exposure to and interactions with Tier Two words through Text Talk methods and Digital Language Experience Approach (D-LEA) activities. Qualitative data included interviews, focus group meeting videotapes, teacher reflective journal entries, teacher pedagogical vocabulary goal statements, lesson plans, informal discussion with the teachers, classroom observations and field notes, and coded transcripts of lesson videotapes. Inductive analysis and constant comparative methods showed that teachers could implement Walk Talk Words through thematic units using two cycles of implementation: visualizing the walk and creating the talk that engaged students in learning and using Tier Two words through relevant and meaningful experiences. Descriptive analysis revealed that students improved in vocabulary knowledge on PPVT-4 stanine scores. Descriptive analysis also indicated that students learned more Tier Two words when the words were included in D-LEA class books as identified on the teachers’ word knowledge assessment instruments. Important factors that enhanced and inhibited implementing the intervention in the classroom were identified. Implications for further research and classroom practice are discussed. Also discussed is how using a formative experiment in the present study aligned with effective principles of staff development. INDEX WORDS: Vocabulary, Primary grades, Tier Two words, Text Talk, Digital Language Experience Approach, Digital technologies, Formative experiment, Interactive whiteboards USING WALK TALK WORDS TO IMPROVE FIRST-GRADE STUDENTS’ VOCABULARY DEVELOPMENT by TAMMY CHRISTINE RYAN B.A., University of Florida, 1983 M.S., Nova Southeastern University, 1995 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2008 © 2008 Tammy Christine Ryan All Rights Reserved USING WALK TALK WORDS TO IMPROVE FIRST-GRADE STUDENTS’ VOCABULARY DEVELOPMENT by TAMMY CHRISTINE RYAN Major Professor: Linda Labbo Committee: Michelle Commeyras Stacey Neuharth-Pritchett Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2008 iv DEDICATION This dissertation is dedicated to Claudia Mazaros - we did it. I also dedicate this dissertation to my husband, Barry, who stood behind me through it all. v TABLE OF CONTENTS Page LIST OF TABLES....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1 INTRODUCTION .........................................................................................................1 Origins of Walk Talk Words......................................................................................3 Walk Talk Words as a Vocabulary Intervention........................................................6 Purpose of Study and Research Questions ................................................................7 Rationale for a Formative Experiment Methodology................................................8 Statement of Significance..........................................................................................9 Key Terms Defined ...................................................................................................9 Summary .................................................................................................................11 Organization Framework for Remaining Chapters .................................................12 2 REVIEW OF THE LITERATURE .............................................................................14 The Pedagogical Goal Based in Theory..................................................................15 Walk Talk Words as a Vocabulary Intervention......................................................28 Principles of Effective Professional Development..................................................35 Summary .................................................................................................................39 3 METHODOLOGY AND METHOD...........................................................................40 An Overview of a Formative Experiment ...............................................................40 vi Research Settings and Participants..........................................................................43 Data Collection and Analysis ..................................................................................48 Procedures ...............................................................................................................75 Summary .................................................................................................................83 4 RESULTS ....................................................................................................................84 Introduction of Teachers .........................................................................................84 Instructional Cycles of Walk Talk Words................................................................92 Progress in Improving First-Grade Students’ Vocabulary Development .............139 Inhibiting, Enhancing, and Modifying Factors ....................................................152 Summary ..............................................................................................................164 5 SUMMARY, DISCUSSION, AND IMPLICATIONS .............................................166 Summary and Discussion of Findings...................................................................166 Changes in the Educational Environment .............................................................177 Unanticipated Effects Produced by the Intervention.............................................179 Significance of Findings and Suggestions for Future Research and Practice .......180 Reflections on how a Formative Experiment Aligned with Professional Development ...................................................................................................183 Limitations.............................................................................................................187 Final Word.............................................................................................................188 REFERENCES ............................................................................................................................190 APPENDICES A INTERVIEW GUIDE................................................................................................207 B HANDOUT FOR FIRST FOCUS GROUP MEETING............................................210 vii C WALK TALK WORDS LESSON PLAN ....................................................................226 D CAPTURING VIDEO SEGMENTS AND TRANSCRIBING VOCABULARY TALK IN ATLIS.TI...................................................................................................229 E INCIDENT-BY-INCIDENT CODING IN A HERMENEUTIC UNIT IN ATLIS.TI ...................................................................................................................231 F CREATING CATEGORIES USING FAMILY NODE IN ATLIS.TI .....................233 G CODE-MAPPING VISUAL MODEL IN ATLIS.TI................................................235 H MS. BEE TIER TWO ASSESSMENT, WEEKS 1-3................................................237 I CHILD ASSENT SCRIPT/FORM ............................................................................239 J AGENDA FOR FINAL FOCUS GROUP MEETING..............................................241 K STEPS IN COMPLETING A PARTNER TALK DIGITAL LANGUAGE EXPERIENCE APPROACH CLASS BOOK PAGE FOR EMOTIONS AND CHARACTER DEVELOPMENT THEMATIC UNITS ..........................................243 L TEXT AND TIER WORDS USED IN MS. ADLER’S DIGITAL LANGUAGE EXPERIENCE APPROACH CLASS BOOK ......................................................245 M TEXT AND TIER WORDS USED IN MS. BEE’S DIGITAL LANGUAGE EXPERIENCE APPROACH CLASS BOOKS ....................................................249 viii LIST OF TABLES Page Table 2.1: Alignment of a Formative Experiment to the Eisenhower Professional Staff Elements.......................................................................................................................38 Table 3.1: Total Number of Minutes Observing and Videotaping ...............................................51