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Abstract 

The purpose of this study was to investigate the effects of two different methods of vocabulary learning: retrieval practice and rich vocabulary instruction. The research questions were: 

1.        What are the effects of retrieval practice and rich vocabulary instruction on word learning in grade 3 students?

2.       Is one intervention method more effective than the other for the group as a whole?

3.       How do retrieval practice and rich vocabulary instruction affect students identified with poor vocabulary knowledge? 

Thirty students in grade 3 in primary school participated in two classroom-based teacher-led interventions: retrieval practice and rich vocabulary instruction. To identify students with poor vocabulary prior to intervention, DLS word comprehension test was administered. Each intervention took place during one school week in which students practiced eight target words on two different occasions. Before each intervention, students’ baseline knowledge of these eight target words, together with eight control words, was tested. The same word knowledge test was conducted immediately after the intervention, as well as seven days after the intervention. 

The main finding of this study was that both retrieval practice and rich vocabulary instruction successfully increased students' word knowledge. Retrieval practice produced a slightly larger effect, but the difference between the two interventions was non-significant. For students with poor vocabulary knowledge, the results varied. The result of the study indicates that explicit teaching of school-related concepts benefits all students, but also highlights that the most beneficial method may differ between individuals. Teachers and special needs teachers need to consider individual differences when tailoring word knowledge interventions.