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Journal of Contemporary Research in Education

Abstract

This article reports on the effects of the use of nonlinguistic concrete materials and dramatization on student vocabulary learning in eight third-grade classrooms. It follows a preceding study which determined that the use of nonlinguistic concrete materials and drama in K-3 classrooms for vocabulary instruction was minimal and varied across content areas. The results of the pilot study showed that the use of nonlinguistic materials significantly improved vocabulary learning for normally-progressing students (p=0.00185), but had little or no effect on students in reading intervention classrooms. The study was quasi-experimental in nature and utilized six third-grade classrooms of normally-progressing students and two third-grade reading intervention classrooms. Each set of classrooms was randomly divided between treatment and control groups. The study did not prescribe a vocabulary instructional method other than requiring that nonlinguistic concrete materials and drama were to be used in the treatment groups. The concept of augmenting vocabulary lessons with these materials was based on extending the preliterate method of learning names of objects by seeing, touching, hearing, smelling, and tasting them. Vocabulary instruction time was held constant throughout the study for both treatment and control groups.

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