Instructional Strategies for Vocabulary Development in the Context of a Prescriptive Model
Abstract
The model on which this research is based proposes that an instructional strategy has a direct effect (on the objective it is directed toward) and indirect effects (on related objectives). Most training situations aim at teaching a group of related objectives. Following the recommendation of current learning theory, a maximally effective training sequence would consist of a separate instructional strategy to teach each objective. This is costly in time. The model suggests that it might not be necessary to use a separate strategy to train each objective if indirect effects allow us to achieve more than one objective at a time. Accomplishing more than one objective at a time results in more efficient training. Seven objectives associated with mastering vocabulary concepts were identified and an instructional strategy designed for each. Two of the strategies were tried-out. Early results show that some methods produce high levels of achievement on more than one objective. The goal of our continuing research is to select the most efficient combination of strategies that will produce the desired high levels of achievement.
Document Details
- Document Type
- Technical Report
- Publication Date
- Dec 01, 1978
- Accession Number
- ADA062466
Entities
People
- Carol Solomon
- Dan Frezza
- John Greeno
- Karen K. Block
Organizations
- University of Pittsburgh