Vocabulary strategy instruction and second language learners at the high school level
The purpose of this study is to determine the impact that vocabulary strategies have on the reading comprehension of second language learners at the high school level. According to the research reviewed, students benefit from strategy instruction that enables them to be self-monitoring about their vocabulary learning. If students make connections and use context to make meaning of what they read, they will improve in their reading comprehension. Second language learners at the high school level are in need of making gains in their reading in a short amount of time due to high stakes standardized testing and graduation requirements. This action research was done on two classes of equally matched second language learners. One class of 9th graders served as the control group, and a 10-12th grade class was the experimental group. At the completion of the l2-week intervention of extensive instruction in clarification vocabulary strategies, a posttest was given. Through quantitative analysis the study shows that there are significant statistical gains in reading comprehension when students receive vocabulary strategy instruction. Suggestions for further research may be in the area of amount of instruction time given to the intervention.