Honors Projects

Abstract

The present study explored the extent to which vocabulary instructional strategies are used in the children’s educational television show Word Girl, and whether or not the occurrences of vocabulary instructional strategies changed over the time the show was aired. Instructional strategies included repetition of target words, labeling, defining/mislabeling, and onscreen print. A total of eighteen episodes between 2007 and 2015 were analyzed. The early time period included episodes aired from 2007-2009, the middle time period included episodes aired from 2010-2012, and the late time period included episodes aired from 2013-2015. Results revealed within episode variability for all vocabulary instructional strategies, with the exception of onscreen print, that was not used in any of the episodes. A decrease in the mean number of vocabulary instructional strategies over time was observed.

Department

Communication Sciences and Disorders

Major

Communication Sciences and Disorders

First Advisor

Dr. Virginia Dubasik

First Advisor Department

Communication Sciences and Disorders

Second Advisor

Jeffrey Burkett

Second Advisor Department

Education

Publication Date

Fall 12-11-2017

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