Date of Award

5-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Larkin Page

Second Advisor

Timothy Glaude

Third Advisor

Renee Akbar

Keywords

Latin-based intervention, Vocabulary acquisition, Academic achievement, CORE vocabulary reading screening, Reading assessment, Low-performing schools

Abstract

This dissertation investigated whether a relationship between learning a Latin-based intervention in elementary school and improving vocabulary skills among 2nd grade Black students in low-performing schools. Research conducted 100 years ago revealed that the implementation of a Latin-based intervention improved vocabulary and reading skills (Perkins, 1918). In 2008, the results of a national survey revealed that only 15% of public elementary schools offered foreign language instruction, while more than 50% of private schools provided foreign language instruction. By examining a Latin-based intervention, the researcher hoped to identify positive outcomes in improving vocabulary skills for second grade Black students in low-performing schools. As a component of this research, early readers who struggled with the vocabulary component in literacy engaged in a Latin-based intervention for 8 weeks. The study employed a mixed-method design and a multiple case study to collect and analyze data. Utilizing a pre post-test control group design, the researcher collected quantitative data from an informal vocabulary assessment, the CORE Vocabulary screening - Form A. Qualitative was collected using interviews, observation, a collection of artifacts, and field notes. The results revealed significant relationships between the Latin-based intervention and vocabulary acquisition with the intervention group. Based on the results, a Latin-based intervention could be implemented in the second grade and perhaps in earlier grades to improve vocabulary acquisition with Black early readers.

Available for download on Monday, May 09, 2022

Share

COinS