Upper primary teachers’ explicit instructional practices for vocabulary enhancement during literacy blocks.

Masters Thesis

Keenan, Lauren. (2020) Upper primary teachers’ explicit instructional practices for vocabulary enhancement during literacy blocks [Masters Thesis]. Australian Catholic University Faculty of Education and Arts https://doi.org/10.26199/acu.8w362
AuthorsKeenan, Lauren
TypeMasters Thesis
Qualification nameMaster of Education (Research)

A robust approach to vocabulary instruction is necessary for literacy learning. Research suggests a need for further investigation and analysis of evidence-based vocabulary teaching practices. This qualitative study examines the explicit instructional practices for vocabulary enhancement used by upper primary teachers during literacy blocks. It explores how teachers, within a community of shared planning and practice, understand vocabulary instruction and implement these practices in the classroom. It uses a case study methodology to examine the conceptual and procedural knowledge of vocabulary instruction of three teachers. A teacher from each of the upper primary year levels was represented in the study: years four, five and six. Data were collected through interviews and classroom observations during literacy blocks. Findings showed that the teachers implemented a range of robust instructional practices. However, a lot of their practice was incidental in nature, as opposed to explicit and intentional. Many opportunities for using evidence-based vocabulary instruction strategies were not recognised by the participants. Participant teachers from the study experienced personal barriers to implementing a robust approach to vocabulary instruction, such as a lack of knowledge in relation to evidence-based vocabulary practices and time constraints in the classroom. Additional research is needed to identify how best to support teachers with this mismatch between current teacher practice and research-validated practice.

PublisherAustralian Catholic University
Digital Object Identifier (DOI)https://doi.org/10.26199/acu.8w362
Page range1-145
Final version
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Publication process dates
Deposited09 Jun 2021
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