1. Wichita State University
Comparing Strategies for Teaching Vocabulary: Word Frames and The Frayer Model
Jacquelyn Seirer
Wichita State University
Fall, 2011

2. Outline •Participants •Teacher Selected Strategy: Word Frames
•Teacher Selected Strategy Results
•Research-based Strategy: The Frayer Model
•Research-based Results
•Targeted Words
•Graphs
•Conclusion
•References

3. Participants
This study took place in a fourth-grade classroom. Twenty-five students participated in the study.
Age range is nine years to eleven years old
13 males and 12 females
Four students receiving special education services
No ELL students

4. Methods: Word Frame Strategy
Students were instructed using a word frame in a small group setting. Each student created a frame for a randomly assigned word. Students shared their word frame with the small group.
Word frames included:
the assigned word
a definition
a sentence using the assigned word
antonyms of the assigned word
an illustration of the assigned word

5. Methods: Word Frame Strategy
•Students were given a pretest over the selected words on day one.
•Students attended one small group for word-frame instruction on day two, three, four, or five.
•Students participated in a whole-class activity matching selected words with their definitions on day four.
•Students were given a posttest over the selected words on day five.

6. Results:Word Frame Strategy
Fourteen students showed no change from pretest to posttest. Eleven students scored 100% on both pretest and posttest

7. Results:Word Frame Strategy
Fourteen students showed no change from pretest to posttest.
Six students showed improvement from pretest to posttest.
Five students showed decline from pretest to posttest.

8. Methods: The Frayer Model
Students were instructed in the use of the Frayer model in a whole-class setting. Students were given blank templates and instructed in how to complete a Frayer model for each targeted word.
The Florida Center for Reading Research (2006) defines the Frayer model as “An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word.” (Teacher Resource Guide, p. 48)
Each completed Frayer model included:
the targeted word
a definition of the targeted word
attributes/characteristics of the targeted word
examples of the targeted word
non-examples of the targeted word

9. Methods: The Frayer Model
•Students were given a pretest over the selected words on day one.
•Students were instructed in a whole-class setting to complete Frayer models for targeted words on days two and three.
•Students read a selection from their Social Studies textbook using the targeted words on day four. Students were encouraged to review their completed Frayer models to solidify their understanding of the selected vocabulary.
•Students were given a posttest over the selected words on day five.

10. Results: The Frayer Model
Sixteen students showed improvement from pretest to posttest.
Five students showed no change from pretest to posttest.

11. Results: The Frayer Model
Four students showed a decline from pretest to posttest.
Sixteen students showed improvement from pretest to posttest.
Five students showed no change from pretest to posttest.

12. Targeted Words
After the pretest was given, four words were targeted for study using the Frayer model. The four words were chosen as the words most often missed on the pretest. Students completed Frayer model templates for the four targeted words. The remaining four selected words from the pretest were discussed in class and referenced as the Frayer models were completed.

13. Results: Frayer model (Targeted Words)
Targeted words for study with the Frayer model included: river basin, source, silt, and delta.

14. Results: Frayer Model (Targeted Words)
Targeted words were: river basin (1), source (2), silt (5), and delta (7). Data shows gains made on all four targeted words.

15. Conclusions
•According to data, the word frame strategy was not effective and perhaps not needed.
•According to data, the Frayer model strategy was an effective method for vocabulary instruction.
•Data showed gains made on targeted words and non- targeted words.
•Non-targeted words perhaps showed gains due to incidental instruction. Non-targeted words were included in discussions involving targeted words.

16. References
Teacher resource guide. (2006). Retrieved from Florida Center for Reading Research website: 3TRG_2.pdf
3TRG_2.pdf