Interactive, Conceptual Word Walls: Transforming Content Vocabulary Instruction one Word at a Time

Julie K Jackson

doi:10.5296/ire.v2i1.4232

Abstract

Research shows a strong relationship between student word knowledge and academic achievement. This research study explores the use of interactive, conceptual word walls to support science learning in an ethnically diverse, high-poverty middle school in a large southern state. Unit test scores of 115 sixth grade students were collected and analyzed in order to test whether the percentage of students passing, and the mean test score among students, significantly varied on the basis of whether interactive, conceptual word walls were utilized. Both were found to be significant. Linear regression determined the effects of word walls on the basis of three demographic variables. On the basis of this analysis, the percentage of students passing is expected to increase by 25% and the mean test scores is predicted to increase by 12.56 points when interactive, conceptual word walls are utilized. Qualitative methods were used to analyze student and teacher perceptions. A good, better, best word wall rubric that was used to guide word wall construction and teacher reflection is also presented. Interactive, conceptual word walls are presented as a viable teaching strategy that positively impacts both unit test means and the total number of students passing science tests.

Highlights

The United States is experiencing a profound demographic shift and the ethnic and racial composition of the nation’s public classrooms reflect these changes
Unit test scores of 115 sixth grade students were collected and analyzed in order to test whether the percentage of students passing, and the mean test score among students, significantly varied on the basis of whether interactive, conceptual word walls were utilized
The pressing need to help language learners succeed in science prompted the following research questions: Would the use of interactive, conceptual word walls impact the science achievement of middle school students on unit tests? Would the use of interactive, conceptual word walls impact the science achievement of middle school English Language Learners on unit tests? To test these questions we developed a professional development initiative that taught middle school science teachers how to use a good, better, best interactive word wall rubric to guide the planning and construction of interactive, conceptual word walls

Summary

Introduction

The United States is experiencing a profound demographic shift and the ethnic and racial composition of the nation’s public classrooms reflect these changes. 2014, Vol 2, No 1 the proportion of Hispanic students doubled from 11% to 22% During this same period, the number of African-American students increased, but their share of enrollment decreased from 17% to 16%. In 2025, about 21 percent of the U.S population is expected to be of Hispanic ethnicity This shift in classroom composition mirrors an increase in school-age students who speak English as a second language. The number of kindergarten – twelfth grade students who speak a language other than English at home tripled between 1980 and 2009, resulting in 11.2 million or 21% of all public school students being classified as language minority. Examination of the ethnic and racial demographic distribution in public schools reveals that large percentages of Hispanic (46%) and African-American (34%) students attend high-poverty public schools where more than 75% of the students are eligible for free or reduced-price lunch. (National Center for Educational Statistics, 2012)

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Conclusion