Interactive Word Walls and Student Perceptions of Vocabulary

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dc.contributor.advisorJackson, Julie K.en_US
dc.contributor.authorHenrichs, Erinn L.
dc.contributor.committeeMemberAcee, Taylor W.en_US
dc.contributor.committeeMemberDickinson, Gailen_US
dc.date.accessioned2011-08-10T15:56:00Z
dc.date.available2011-08-10T15:56:00Z
dc.date.issued2011-08en_US
dc.description.abstractThis qualitative study is designed to address interactive word walls and their effects on student learning and student perceptions of vocabulary. The participants of this study included 16 third grade students enrolled in a bilingual suburban Central Texas elementary school. This study used periodic open-ended question surveys, student interviews, and a collection of classroom artifacts to ascertain the student perspectives regarding interactive math and science word walls. Students revealed that both the math and science word walls were effective in content comprehension support and vocabulary comprehension support. Students also felt that the organization and development of the word walls was a critical component. The results found that interactive word walls support effective comprehensive vocabulary programs.en_US
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent61 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationHenrichs, E. L. (2011). <i>Interactive word walls and student perceptions of vocabulary</i> (Unpublished thesis). Texas State University-San Marcos, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/2473
dc.language.isoen
dc.subjectWord wallen_US
dc.subjectVocabularyen_US
dc.subjectInteractiveen_US
dc.subjectStudent perceptionsen_US
dc.subjectStudent generateden_US
dc.titleInteractive Word Walls and Student Perceptions of Vocabularyen_US
dc.typeThesis
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorTexas State University-San Marcosen_US
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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