Abstract
Purpose. The purpose of this study was to identify the instructional strategies in vocabulary development used by effective kindergarten and first grade teachers and compare those to the strategies suggested in the language arts textbook publishers Houghton Mifflin and Open Court. A second purpose was to determine the effective strategies stated in literature and research and compare those to the language arts textbook publishers Houghton Mifflin and Open Court. Methodology. An ex post facto, descriptive qualitative design focused on the purpose and research questions. This study used a two-part method of data collection. The first involved having site administrators in San Diego County identify effective kindergarten and first grade teachers using established criteria. After identification, surveys went out to those teachers. The results provided the instructional strategies used for vocabulary development. Additionally, research discovered effective strategies for vocabulary development in Grades K-12 and these were compared with both publishers. Findings. (a) There are 39 research-proven strategies for vocabulary development, and teachers use many. (b) The strategies to teach vocabulary are limited in both language arts series and do not align with research. (c) The strategies teachers used most often included strategies from the teacher's manual and many supplemental resources. (d) Teachers reported in detail how they use the most often used strategies. (e) The research-proven strategies for vocabulary development found in literature and research for kindergarten and first grade included nine strategies. Conclusions. (a) The instructional strategies in vocabulary development used by effective kindergarten and first grade teachers proved more effective than the strategies in both reading series. (b) Neither publisher parallels what research says about vocabulary instruction. (c) The instructional strategies for vocabulary development found in literature for kindergarten and first grade are limited. (d) Teachers augment the delivery of instruction for vocabulary development using the teacher's manual and many other resources. Recommendations. (a) Teachers need time to learn and implement best practices to teach vocabulary. (b) Critical attention to vocabulary instruction within the new reading series is vitally important and necessary. (c) Teachers and curriculum specialists need to find appropriate, common resources to teach vocabulary. (d) Superintendents need awareness of this study.