have a current bachelor’s degree in Spanish and Secondary Education. While also working towards certification in Literacy, I presently have a certification in Spanish, Secondary Education, and Special Education. Method During this study, I executed a variety of different vocabulary strategies with Madison; and determined the benefits of each strategy. The study focused on vocabulary strategies that consisted of learning vocabulary through mainly context, and learning vocabulary through mainly direct instruction. Vocabulary strategies taught using a mixture of context and direct instruction, and also using synonyms and antonyms were incorporated. Through implementing these strategies, I observed how Madison interacted with the new vocabulary and her ability to apply the new vocabulary words. I observed how the strategies worked for her and what benefits they provided in learning and acquiring the new vocabulary. Madison and I had five sessions together and each lasted for about an hour. There were four different types of strategies implemented, and during each session, a new strategy was introduced. Madison learned new vocabulary words using a context strategy, a direct instruction strategy, a mixture of both context and direct instruction, and a strategy using synonyms and antonyms. For the context strategy, I read a book to Madison; and chose four specific vocabulary words for her to acquire. While reading aloud to Madison, I had her acquire the meaning of the new vocabulary words through the contexts around the words; including surrounding sentences, pictures, and other clues. With the direct instruction strategy, I chose four words for Madison to learn and I explicitly taught her the new words directly using graphic organizers. It separated the words from surrounding contexts and focused only on the vocabulary words. For the strategy where context and direct instruction were combined, Madison learned four new vocabulary
have a current bachelor’s degree in Spanish and Secondary Education. While also working towards certification in Literacy, I presently have a certification in Spanish, Secondary Education, and Special Education. Method During this study, I executed a variety of different vocabulary strategies with Madison; and determined the benefits of each strategy. The study focused on vocabulary strategies that consisted of learning vocabulary through mainly context, and learning vocabulary through mainly direct instruction. Vocabulary strategies taught using a mixture of context and direct instruction, and also using synonyms and antonyms were incorporated. Through implementing these strategies, I observed how Madison interacted with the new vocabulary and her ability to apply the new vocabulary words. I observed how the strategies worked for her and what benefits they provided in learning and acquiring the new vocabulary. Madison and I had five sessions together and each lasted for about an hour. There were four different types of strategies implemented, and during each session, a new strategy was introduced. Madison learned new vocabulary words using a context strategy, a direct instruction strategy, a mixture of both context and direct instruction, and a strategy using synonyms and antonyms. For the context strategy, I read a book to Madison; and chose four specific vocabulary words for her to acquire. While reading aloud to Madison, I had her acquire the meaning of the new vocabulary words through the contexts around the words; including surrounding sentences, pictures, and other clues. With the direct instruction strategy, I chose four words for Madison to learn and I explicitly taught her the new words directly using graphic organizers. It separated the words from surrounding contexts and focused only on the vocabulary words. For the strategy where context and direct instruction were combined, Madison learned four new vocabulary