Effects of differential vocabulary instruction and lesson frameworks on the reading comprehension of primary children

Abstract

This study compared the use of vocabulary instruction in a traditional basal reader format with that of two other lesson frameworks: (a) Reconciled Reading Lesson, and (b) List‐Group‐Label, as a means for improving comprehension of basal stories. The subjects were 66 average and above‐average second‐grade students. Data were collected for three basal stories with instruction and post testing occurring on alternating days for each story. Results indicated that subjects in the Reconciled Reading Lesson group outperformed subjects in both of the other two groups on a multiple‐choice comprehension measure (p < .001). Additionally, 46% of the variance of the comprehension scores was attributable to vocabulary knowledge. Implications for instruction and directions for future research are cited.