The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers’ vocabulary
instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent
on teacher-student interactions using both oral and written forms of communication.
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Document Type: Research Article
Teacher Education Department, Weber State University, Ogden, Utah
Department of Educational Psychology, University of Utah, Salt Lake City, Utah
Department of Teaching and Learning, University of Iowa, Iowa City, Iowa
Iowa Reading Research Center,
February 17, 2015
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