Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


This study focused on the instructional use of three prereading vocabulary strategies, Directed Reading Activity, Reconciled Reading Lesson and List-Group-Label, as a means for improving vocabulary and comprehension of basal reader stories. Subjects were 66 average and above-average second-grade students. Data were collected over a seven-day period with instruction and post-testing occurring on alternating days. Data were analyzed in three ways. First, a repeated measures analysis of variance on the pre- and post-test vocabulary scores indicated that statistically significant amounts of learning took place within each instructional group. Second, an analysis of variance was used to assess the effects of these three vocabulary strategies on comprehension. This yielded statistically significant results showing that subjects in the Reconciled Reading Lesson group out performed subjects in either of the other two groups. Finally, a simple linear regression analysis assessed the ability of vocabulary knowledge to predict comprehension. Results found that 49% of the comprehension scores for this particular study were attributable to vocabulary knowledge.