Date of Award


Degree Type

Certificate of Advanced Study


Connecticut Literacy Specialist


Dr. Karen C. Waters


Researchers have shown a gap in the vocabulary development of children based on socioeconomic status, as well as an increase in the number of students in American public schools that qualify as English Learners (ELs). Based on previous studies showing that vocabulary acquisition is related to increased reading comprehension and academic success, the aim of the present study was to determine for the most effective strategies for vocabulary acquisition using an interactive read aloud routine. Using Vygotsky’s social constructivism as the theoretical framework, we examined the effectiveness of these strategies in an action research project with seven second grade ELs, using explicit vocabulary instruction of targeted words, practice applying word-solving strategies, and multiple opportunities to interact with targeted words through conversation and collaborative writing. Results pointed to the benefits of both explicit and implicit instruction in vocabulary and the benefit of interactive read aloud across a text set. By incorporating an interactive read aloud routine into daily practice, students increased oral language and demonstrated greater understanding of academic and domain-specific vocabulary through contextualized application, as evidenced through their ability to explain newly-acquired terminology.


Prepared for EDR 692 Applied Reading and Language Arts Research. A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Literacy.

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Creative Commons Attribution-Noncommercial-Share Alike 3.0 License
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