Sanders, Elizabeth ACockrel, Benjamin Scott2013-07-252013-07-252013-07-252013Cockrel_washington_0250O_11700.pdfhttp://hdl.handle.net/1773/23620Thesis (Master's)--University of Washington, 2013In this study, we examine the relationship between classroom vocabulary and text reading instruction with student literacy gains. We assessed 473 fourth- and fifth-grade students from 24 classrooms across 16 schools in measures of word reading, vocabulary, and reading comprehension in the fall and spring, and each classroom was observed during their literacy block three times at approximately equidistant occasions. Data from these observations were averaged across time to establish average daily time each teacher spent on literacy block content areas. Multilevel model results suggest that time spent on vocabulary instruction has a positive effect on students' word reading and vocabulary gains. In addition, results imply that vocabulary instruction had a greater effect on students' word reading gains when students also received greater amounts of text reading instruction.application/pdfen-USCopyright is held by the individual authors.Comprehension; Elementary Grades; Reading; Teacher Instruction; Text Reading; VocabularyElementary educationReading instructionCurriculum developmenteducation - seattleThesis