Patterns of Vocabulary Instruction in Years 1-3 Following Professional Development

Abstract

This case study explores patterns of vocabulary instruction by teachers and vocabulary use by students in a decile 2, South Auckland School in New Zealand where most of the students are English Language Learners. It identifies key areas of vocabulary instruction and features of teacher practice necessary to guide further professional development to improve students' achievement. Bromley (2007) indicates that vocabulary is crucial to student comprehension, reading fluency and achievement. It was therefore important to investigate patterns of vocabulary instruction at the research school with a view to accelerating student learning in this area of literacy. This research study employed a mixed methods approach to conduct an instrumental case study of the research school. Four teachers were observed and interviewed. Three students from each participating class were also interviewed. Through analyzing and triangulating data from classroom observations, teacher interviews and student interviews the research outlines patterns of vocabulary instruction and determines the strengths and weaknesses of students' vocabulary knowledge and usage. Case study results indicate that although all teachers provided environments that were text rich, there were two different approaches to how vocabulary was taught. In spite of this, students across all classes displayed similar patterns in their understanding and use of both target academic vocabulary and interest words. It is hypothesized that although there is a need to provide professional development on effective vocabulary instruction to build upon current classroom practices, the study has uncovered a need to focus more student metacognition and transfer of skills taught.