Explicit Bottom-up Vocabulary Instruction Through Interactive Selection: Effects on Reading Comprehension
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2024-08-31
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en
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This study aimed to investigate the effect of explicit bottom-up vocabulary
instruction, through an interactive vocabulary selection method, on Dutch high school
students’ reading comprehension. A total of 90 participants, aged 15 to 19, partook in this study. The students were divided into two control and research groups. A pre-test was administered, after which the students went through a five-week intervention period. After completing the intervention, all groups did a post-test. The results from these tests showed that there was no statistically significant difference between the research and the control groups, although the research groups both improved upon specific sub-categories of reading comprehension skills. Suggestions for future research are to incorporate a longitudinal design, to add qualitative data collection to the methodology, and to further research the effects of the instruction method used in this study by dividing reading comprehension skills into sub-categories, as was done in this study.
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