THE CONTENT OF WORKING ON SYNONYMS IN PRIMARY SCHOOL TEXTBOOKS
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The development of a rich vocabulary is fundamental to early education, with the understanding and use of synonyms playing a crucial role in this process. This study examines the content and instructional approaches related to synonyms in elementary school textbooks. Utilizing a qualitative content analysis methodology, a representative sample of textbooks from grades 1 through 5 was analyzed to identify the prevalence, instructional strategies, and contextual integration of synonym exercises. The findings reveal significant variability in the frequency and quality of synonym instruction across different textbooks. Effective textbooks employ diverse strategies, including direct instruction and contextualized learning, to enhance students' understanding and retention of synonyms. However, some textbooks still rely on less effective rote memorization techniques. The study underscores the importance of integrating synonyms into meaningful contexts and suggests improvements for curriculum development and teacher training. These insights aim to inform educators, curriculum developers, and policymakers, ultimately supporting more effective vocabulary instruction in elementary education.
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