The Effects of Rich Vocabulary Instruction and Interactive Word Walls on Students’ Retention of New Vocabulary
The purpose of this action research study was to determine if the use of interactive word walls would help 9th grade students learn and retain new vocabulary. This quasi-experimental pre/post assessment study utilized an intervention and control group consisting of 25 students in two different classes. The intervention group used interactive word wall strategies to learn new vocabulary while the comparison group used flashcards. Results from an independent samples t test indicate that the intervention group made significantly higher gains in vocabulary achievement. Student perception of word wall vocabulary instruction was measured with a survey.