Vocabulary Instruction in K-3 Low-Income Classrooms During a Reading Reform Project

Abstract

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.