Research Behind Vocabulary Instruction

Transcription

1 Research Behind Vocabulary Instruction Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005). Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). Vocabulary instruction needs to be longterm and comprehensive (Nagy, 2005) for ELLs (Carlo, August, & Snow, 2005; Calderón et al., 2005).

2 Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000). The average 6-year-old has a vocabulary of approximately 8000 words, and learns more per year (Senechal & Cornell, 1993). Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich, 1997; Chall & Dale, 1995; Denton et al. 2011).

3 A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

4 Effective Vocabulary Instruction Increase independent reading time. Facilitate read-alouds. Keep vocabulary in circulation. Keep vocabulary interactive. Use graphic organizers.

5 A Struggling Reader is defined as a student who lacks the skills to comprehend grade-level texts. The fewer words one knows, the more difficulty the struggling reader has with the task of reading. The more difficult the task; the less it is performed. Therefore, the less able reader lacks the proficiency to engage in free time reading.

6 What Factors Affect Vocabulary Learning? Instruction that embraces wide reading and direct explanation of the meanings of words through thought-provoking, interactive, engaging lessons A students socioeconomic status plays an important role in the vocabulary development A great deal of vocabulary is learned from wide reading and talking about what is read, or from the natural-acquisition-of -words approach. Most of the words that appear in primary-grade books are usually part of children s speaking and listening vocabularies. This changes as children are required to do more content-area reading from texts.

7 The Four Stages of Knowing a Word Having never seen or heard the word; Having heard the word, but not knowing what it means; Recognizing the word in context Knowing and using the word

8 Some Vocabulary Practices Unreliable Practices Research-based Practices

9 Oral and written Vocabulary is Expressive and Receptive First, it is both oral and written. Receptive language is understanding what you read or hear. Expressive language is the language and vocabulary we us when we speak and write. Students need to master both of these domains. Direct Indirect Vocabulary instruction is Direct teaching of vocabulary involves explicit teaching of specific words and giving students multiple exposures to solidify knowledge of words in a variety of contexts. Direct instruction in key independent word learning strategies is important.

10 Why focus on vocabulary instruction? Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students vocabulary knowledge relates to their reading comprehension. There is little doubt that a strong vocabulary enhances reading comprehension. In other words, a good vocabulary is a prerequisite for deep understanding of text.

11 Vocabulary Knowledge has a Direct Impact on Comprehension Children s vocabulary as measured in PreK is directly correlated with reading comprehension in upper elementary grades (Dickinson and Tabois, 2001). Cunningham and Stanovich (1997) reported finding that vocabulary as assessed in grade 1 predicts more than 30 percent of grade 11 reading comprehension. Children s vocabulary begins to develop at birth. They are developing their receptive vocabulary as soon as they are able to make sense of the language in their world. There is a direct correlation between prek vocabulary and reading comprehension in upper elementary grades. Stanovich and Cunningham report that vocabulary knowledge assessed as early as first grade is predictive of reading comprehension in the 11 th grade.

12 Getting Them All Engaged Choral Responses Partner Responses Written Responses Individual Responses When students respond together it allows children to have some additional think time as well as holding them accountable for responding within the safety of the group. It s helpful to provide a signal to cue students when to respond following think time. Nonverbal unison responses are helpful as well. Put your finger on the word that means., There are some words on the board hold up the number of fingers corresponding to the word that means to be able to see. Partner responses is a powerful strategy to increase student engagement, attention, and higher order thinking during instruction. Assign student numbers or letters (number off 1,2) Assign a specific role for each number or letter and give students a specified amount of time such as 1 minute. Monitor students and provide feedback and scaffolding. Written responses hold all students accountable to respond to the instruction, particularly in the upper grades while connecting oral and written language.

13 Individual responses should follow student think time or pair share time. This increases engagement, accountability, and involvement. Calling on students should be random with no hand raising. These engagement strategies help assure student involvement within the lessons. Vocabulary is a lifelong pursuit. Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Vonnie (Mrs. Purple) Lewis