The Role of Children’s Literature in Vocabulary Development: the Case of Yeneta Academy

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Addis Ababa University


The study generally aimed at examining the role of children’s literature for vocabulary development. The specific objectives were: a) to assess the contribution of children’s literature for vocabulary development b) to assess student’s capacity of vocabulary before and after reading children’s literature. To achieve the objectives set, necessary treatment (using children’s literature to teach vocabulary) was given to the treatment group for 4 weeks. The experiment was carried out on 80 students. The study was made using grades 3 and 4 students at Yeneta Academy and each grade has experimental and control group. To collect the data, pre test (to test their level of vocabulary skill at the initial point) and post tests (to test their level of vocabulary after the treatment) were given to both the experimental and control groups in both grades. The analysis of the data was calculated using numerical data and showed that the differential means of experiment and control group is significant. This indicates that the experimental groups showed better development which implies that children’s literature has a significant role. On the other hand, the control group has performed lower than the experimental group. Finally, some recommendations have been made. That is, it is generally essential that the teaching materials must be improved and enriched by including more applicable children’s literature in order to develop students’ vocabulary skill. It is also good if curriculum designers give due attention to the role of children’s literature in such a way that vocabulary teaching can be facilitated.



Children’s Literature