Haas, Lory EBrooks, Benita R2023-08-172023-08-172023-082023-08-01August 202https://hdl.handle.net/20.500.11875/4183Children with rich learning opportunities and experiences learn more, students who know more words, learn more, and simply put, students who have more vocabulary knowledge will acquire more context as it will be easier to soak up content (Marzano & Simms, 2013). The purpose of this study was to provide explicit vocabulary interventions to fifth grade students for ten weeks and determine if there was academic improvement from a pre to post-test. Additionally, teachers were asked to identify strengths and weaknesses of the interventions for the study and share perceptions every two weeks as they implemented the interventions with the diverse student populations of the chosen district. When meeting bi-weekly with teachers, they reported positive student interactions with science vocabulary happened during interventions as classroom stations were implemented. Quantitative results from the MAP assessment did not show a statistical difference in growth from the treatment and control groups for academic success. However, there was growth among students pre and post-tests for subpopulations and each group grew independently. Implications for the vocabulary interventions used and future research are discussed. Suggestions to expand the vocabulary interventions across content areas will help to solidify the importance of tier two and tier three words cross-curricular. The most important limitation discussed that is also a suggestion for future research is the length of the study; the idea is to broaden the length of the study to a year and dive deep into all science strands to practice the interventions year-long before giving the post test.application/pdfEnglish5th Grade; Science; Teachers and studentsThesis2023-08-17