Investigating the importance of vocabulary instruction and effective strategies

The purpose of this thesis was to examine the question, '~To what extent are teachers using effective strategies to teach vocabulary?' The supporting research question was, '~How can teachers be best supported in their vocabulary instruction?' I distributed a questionnaire to all K-4 teachers within the local school division. As well, I conducted five semi-structured interviews with teachers representing three different schools and kept a personal reflective journal. I assessed the data from the questionnaire, interviews, and reflective journal qualitatively. The data revealed that effectives strategies for vocabulary instruction were largely neglected and that professional development could improve the delivery of effective instruction. I conclude the thesis with implications of this research, recommendations, and final reflections. --Leaf ii.