Vocabulary Building through Read-Aloud Strategy of Primary Level Students in Pakistan

Zarmina Daud, Asma Shahid Kazi & Tahira Kalsoom

Abstract

The research, which was taken into consideration, focused on assessing the effectiveness of vocabulary building through Read-Aloud Strategy for Primary level students. The main objective of the study was intended to identify the influence of read-aloud strategy on vocabulary building which is a key to other skills like reading comprehension and speaking skills and also to identify the effect of read-aloud strategy on the overall vocabulary development of the students of primary level. To achieve the above-stated objective, a quasi-experimental design was adopted where the research process was categorized as non-equivalent control group design with pre-test and post-test evaluation. Moreover, non-randomized sampling was followed and two already existing intact groups were allocated as experimental and control group respectively. The main aim of this study was focused on determining the level of vocabulary development of the students. The students selected for this study belonged to Private School in Lahore. In addition, the experiment was followed by an intervention where vocabulary tests, both pre and post-tests, were used during the experiment. The statistical analysis of the pre-test and post-test results of an experimental and control group revealed that read aloud is the most appropriate teaching strategy for vocabulary building. In addition, it was also revealed that teachers use different interaction techniques for read-aloud such as, more instructional time was spent on the words which were found to be critical for story comprehension for learners. From the findings, it can be recommended that the practices should be identified which are commonly used by the primary classroom teachers as it can lead towards the development of effective instructional strategies and teacher’s training programs. Moreover, it was also recommended that the teachers should focus on the instructional strategies and should give individual attention to the students in order to make sure that each student is performing.

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