Improving Vocabulary Knowledge in Primary Education: An Analysis of an Intervention Programme for Polish-Speaking Children Aged 7–9

This paper discusses a vocabulary intervention programme for monolingual Polish children. Vocabulary instruction was conducted in group of children aged 7–9 (N = 77) attending primary school near Gdansk Poland. Following pre-test an (22 pupils receiving over 10 weeks) and control (55 pupils) were selected. The taught consisted 20 words. Additionally, another words carefully selected to form untaught list (control list). Although the did not achieve higher mean post-test result than group, increase larger confirmed by test two means (p 0.036). difference 0.236). A linear regression model used explain which factors influenced results. For only results had impact. interaction with groups number sessions attended also includes survey where teachers parents provided feedback. increased children’s vocabulary, it raised some important questions concerning size gain, word selection conditions instruction.