Group Title: Vocabulary acquisition strategies and vocabulary performance of students in four allied health professions training programs /
Title: Vocabulary acquisition strategies and vocabulary performance of students in four allied health professions training programs
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Title: Vocabulary acquisition strategies and vocabulary performance of students in four allied health professions training programs
Physical Description: x, 137 leaves ; 28 cm.
Language: English
Creator: Schenck, Eleanor M., 1930- ( Dissertant )
Fillmer, Henry Thomspon ( Thesis advisor )
Newman, Arthur J. ( Reviewer )
Powell, William R. ( Reviewer )
Smith, Albert B. ( Reviewer )
Wattenbarger, James L. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1982
Copyright Date: 1982
Subjects / Keywords: Language arts   ( lcsh )
Curriculum and Instruction thesis Ph. D
Vocabulary -- Study and teaching   ( lcsh )
Allied health personnel -- Language   ( lcsh )
Dissertations, Academic -- Curriculum and Instruction -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
Abstract: This is a description of vocabulary strategy performances by 72 students at four different levels of the Allied Health Professions training program. Performances of four groups of 18 students on seven sub-tests of vocabulary were correlated to predict mean scores on a related standardized vocabulary test. 2 A Stepwise Maximum R Improvement regression equation computer program was tested to determine if models could be predicted for overall and individual groups. Resultant models were investigated by a two-way ANOVA. Row factors were quartiles of the standardized vocabulary scores; column factors were scores on the sub-tests by group. Seven two-way ANOVAs were conducted. Models were found for the overall group and three of the four individual groups. Pairwise comparison techniques found that a model might be inferred for the lowest scoring group. Sub-test scores were tested for reliability. The Pearson-r data and the Kuder-Richardson 20 and 21 formulas of internal interitem consistency were calculated. These tests, along with a small 38 student experiment determining the effect of the instructions accompanying each sub-test, contributed data of criterion validity on sub-tests for these four groups. From these analyses it was concluded that the seven variables investigated: Context A (using synonyms only); Context B (adding sentences for each word); Memorization of word part information; Identification of word part information; Application of word part information; Generalization from word part information; and Dictionary were important in varying degrees as teaching tools for CETA and Job Corps. Dictionary, Identification, and Application of word part information appear to have the greatest promise of vocabulary strategy development for functioning in competition with two-year college and university students. Further, the validation of the technique of the study itself rested in the fact that the model for the entire group, accounted for 70% of the vocabulary score variance. By-group models accounted for 52% for Job Corps, 64% for two-year college and 85% for university students, respectively. The Pearson-r correlation coefficients demonstrated for these groups vocabulary was associated with 95% of the variance in the total Reading Scores.
Thesis: Thesis (Ph. D.)--University of Florida, 1982.
Bibliography: Bibliography: leaves 131-135.
Statement of Responsibility: by Eleanor M. Schenck.
Original Version: Typescript.
General Note: Vita.
 Record Information
Bibliographic ID: UF00099504
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000334857
oclc - 09551900
notis - ABW4500


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