The Effects of the Four-Square Vocabulary Strategy on Vocabulary Achievement and Reading Comprehension of Fifth Grade Special Education Students
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This study was designed to examine the effectiveness of the FourSquare Vocabulary Strategy on both vocabulary achievement and reading comprehension achievement of fifth grade special education students. The student participants attend an urban school district within a small suburb surrounded by a large city. Students participated in a six week study in which direct vocabulary instruction using the Four-Square Vocabulary Strategy was provided. Pre, post, and delayed post vocabulary achievement results were recorded using the SRA Open Court Reading Series published by McGraw-Hill (2005). In addition, pre, post, and delayed post comprehension achievement results were recorded using the Qualitative Reading Inventory (Caldwell & Leslie, 2006). The results of this study indicated an increase in both vocabulary achievement and comprehension achievement for the students.
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