The goal of this study was to determine if a specific strategy designed to teach students vocabulary words would affect long term memory. Students should remember words even after the test. The students were members of a fifth grade reading class. The group, 13 students, was taught vocabulary for 3 weeks using one strategy and then 3 weeks using a different strategy. Long term evaluations were given 2 weeks after each week of initial instruction to evaluate long term memory. The latter strategy used research-based activities incorporating three different modalities. Research was supported because class averages increased by 20%. All students increased individual percentages except 1 student who maintained the same percentage.

The project completed at the Wichita State University Department of Curriculum and Instruction. Presented at the 3rd Annual Capitol Graduate Research Summit, Topeka, KS, 2006