Vocbulary In Action
About Vocabulary
Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print.
There is a strong connection between vocabulary knowledge and reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. The more experience students have with unfamiliar words and the more exposure they have to them, the more meaningful the words will become.
It is important to point out that research does not support the age-old practice of getting a vocabulary list on Monday, looking up the words in the dictionary and copying those definitions, taking a test on Friday, and then starting the process all over again the following Monday. With this practice, most students do not remember these words past the Friday test. Such an instructional pattern results in meaningless, purposeless activity. In fact, many researchers have found that students do not learn vocabulary by looking up words in a dictionary and memorizing definitions (Nagy & Scott 2001; Bos & Anders 1989, 1990, 1992; Blachowicz & Fisher 2001). This isn't to say that it isn't valuable for students to be able to look up words in a dictionary; rather, this approach in itself is too narrow for students to gain a in-depth understanding of the vocabulary.
Having students learn lists of words is based on the notion that the aquisition of vocabulary is separate from the development of ideas and concepts. Teaching vocabulary often means assigning lists of words rather than exploring word meanings and relationships that help students conceptualize the vocabulary (Vacca & Vacca). Teaching words well entails helping students make connections between their prior knowledge and the vocabulary to be encountered in the text, and providing them with multiple opportunities to understand word meanings. In fact, Beck, McKeown, & Kucan found that it takes 15-20 exposures and interactions with a word before that word is learned.
The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, and (2) some vocabulary
must be taught directly.
There is a strong connection between vocabulary knowledge and reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. The more experience students have with unfamiliar words and the more exposure they have to them, the more meaningful the words will become.
It is important to point out that research does not support the age-old practice of getting a vocabulary list on Monday, looking up the words in the dictionary and copying those definitions, taking a test on Friday, and then starting the process all over again the following Monday. With this practice, most students do not remember these words past the Friday test. Such an instructional pattern results in meaningless, purposeless activity. In fact, many researchers have found that students do not learn vocabulary by looking up words in a dictionary and memorizing definitions (Nagy & Scott 2001; Bos & Anders 1989, 1990, 1992; Blachowicz & Fisher 2001). This isn't to say that it isn't valuable for students to be able to look up words in a dictionary; rather, this approach in itself is too narrow for students to gain a in-depth understanding of the vocabulary.
Having students learn lists of words is based on the notion that the aquisition of vocabulary is separate from the development of ideas and concepts. Teaching vocabulary often means assigning lists of words rather than exploring word meanings and relationships that help students conceptualize the vocabulary (Vacca & Vacca). Teaching words well entails helping students make connections between their prior knowledge and the vocabulary to be encountered in the text, and providing them with multiple opportunities to understand word meanings. In fact, Beck, McKeown, & Kucan found that it takes 15-20 exposures and interactions with a word before that word is learned.
The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, and (2) some vocabulary
must be taught directly.
Nine Things Every Teacher Should Know About Vocbulary Instruction | |
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