"The most effective direct instruction
in vocabulary helps children gain deep
understanding of word meanings (much
more than simple dictionary definitions);
requires plenty of reading, writing, talking,
and listening; emphasizes the interconnections
among words and word meanings and the
connections of words to children’s own
experiences; and provides abundant
ongoing review and repetition."
Shanahan, T. (2006)
in vocabulary helps children gain deep
understanding of word meanings (much
more than simple dictionary definitions);
requires plenty of reading, writing, talking,
and listening; emphasizes the interconnections
among words and word meanings and the
connections of words to children’s own
experiences; and provides abundant
ongoing review and repetition."
Shanahan, T. (2006)
Read This
"A gentle, blah man, Grant brought a quiet blah to the
White House. During the Civil War, he had disliked the
blah blah of high military rank. As President, he refused
to take advantage of his position. When he received a $20
speeding ticket for driving his carriage too fast, he paid it.
Yet Grant was not able to blah his blah on other members
of the Republican Party. Despite his promise of peace,
Grant’s presidency was blah by blah blah, blah, and blah."
Text from: Viola, Herman, 1998 Why We Remember, Addison Wesley.
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
White House. During the Civil War, he had disliked the
blah blah of high military rank. As President, he refused
to take advantage of his position. When he received a $20
speeding ticket for driving his carriage too fast, he paid it.
Yet Grant was not able to blah his blah on other members
of the Republican Party. Despite his promise of peace,
Grant’s presidency was blah by blah blah, blah, and blah."
Text from: Viola, Herman, 1998 Why We Remember, Addison Wesley.
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
This is how most students learn vocabulary in today's schools. Students are given a text, usually pertaining to a subject they are NOT currently learning about, where "vocabulary" words are thrown in every so often. Students are to memorize these terms and know their meanings and context. This is not possible for ALOT of learners and often leads to them reading and comprehending like the example above.
How and Why Should Vocabulary Be Taught?
What is Vocabulary?
![Picture](/uploads/1/3/7/3/137355115/published/scarboroughreadingropecolor.png?1714403766)
The National Reading Panel states there is a direct link between vocabulary knowledge and reading comprehension. In addition to this, they state "containing knowledge of word meanings is even assessed as a fundamental component of intelligence or general cognitive functioning" (Shanahan, pg. 23). This translates that higher cognitive function is linked to deeper vocabulary understanding and knowledge. When students have advanced vocabulary knowledge, they are more likely to comprehend concepts easier due to their ability to create connections on prior knowledge.
Additionally, Mungers "Steps-to-Success-Crossing-the-Bridge-Between-Literacy-Research-and-Practice" states that "If a student cannot recognize words on the page accurately and automatically, fluency will be affected, and in turn, reading comprehension will suffer. Likewise, if a student has poor understanding of the meaning of the words, reading comprehension will suffer. Students who have success with reading comprehension are those who are skilled in both word recognition and language comprehension." (pg.30) This is based off of Scarborough’s rope. This model reveals how multifaceted each step is. For either of the two essential components to develop successfully, students need to be taught the elements necessary for automatic word recognition and strategic language comprehension (i.e., background knowledge, vocabulary, verbal reasoning, literacy knowledge).
Shanahan states that "Vocabulary refers to word meanings and Vocabulary Instruction is about the teaching of word meanings." (pg. 23)
Vocabulary can really be broken down into learned words.
▪ Tier 1 Words
Additionally, Mungers "Steps-to-Success-Crossing-the-Bridge-Between-Literacy-Research-and-Practice" states that "If a student cannot recognize words on the page accurately and automatically, fluency will be affected, and in turn, reading comprehension will suffer. Likewise, if a student has poor understanding of the meaning of the words, reading comprehension will suffer. Students who have success with reading comprehension are those who are skilled in both word recognition and language comprehension." (pg.30) This is based off of Scarborough’s rope. This model reveals how multifaceted each step is. For either of the two essential components to develop successfully, students need to be taught the elements necessary for automatic word recognition and strategic language comprehension (i.e., background knowledge, vocabulary, verbal reasoning, literacy knowledge).
Shanahan states that "Vocabulary refers to word meanings and Vocabulary Instruction is about the teaching of word meanings." (pg. 23)
Vocabulary can really be broken down into learned words.
▪ Tier 1 Words
- Tier 1 vocabulary words consist of familiar & basic words commonly used in a students' everyday conversation or life.
- The image below shows some examples of Tier 1 words.
- These words change based on grade/reading level.
- Tier 2 vocabulary words are high-frequency words that students encounter academically while learning content.
- The image below shows some examples of Tier 2 words.
- These words change based on grade/reading level.
- Tier 3 vocabulary words are low-frequency words that are specific to learned content.
- The image below shows some examples of Tier 3 words.
- These words change based on grade/reading level.
Teaching Vocabulary
Vocabulary can be taught two ways
Vocabulary can be taught two ways
The first way vocabulary can be taught is through Implicit instruction.
- Implicit= language is “caught” as a byproduct of being immersed in a language‐rich classroom.
- Students, or children in general, pick up on the wordage adults use. When a student is immersed in a classroom and/or environment that is rich in language, they are more likely to learn those words through context and use them within their own vocabulary.
- Explicit= language is learned as a result of the teaching of specific vocabulary words.
- Students are explicitly told the word, the words context, and meaning through a lesson, activity, practice, or etc. through the teacher.
Which Way Works Best?
Both of these strategies, Implicit & Explicit, need to be implemented into the classroom with the addition of multiple exposures. This would ensure that students are knowledgeable enough about the vocabulary before students are assigned an article or reading, they are unable to comprehend. Comprehension and vocabulary are heavily connected and without the proper instruction, students are not given the knowledge to comprehend most given texts.
▪ Vocabulary accounts for 80% of the differences in reading comprehension test scores.
▪ About 70% of reading comprehension problems in fourth grade are due to lack of vocabulary knowledge.
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
▪ Vocabulary accounts for 80% of the differences in reading comprehension test scores.
▪ About 70% of reading comprehension problems in fourth grade are due to lack of vocabulary knowledge.
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
Examples of Explicit Vocabulary Instruction
This video is showing an example of using explicit instruction to teach vocabulary in the classroom. Notice these aspects when viewing this video...
1. Notice the amount of times the teacher repeats the given vocabulary word.
2. Notice how the teacher makes the students repeat the word.
3. Notice how the teacher uses the word in multiple different contexts.
4. Notice how the teacher connects the word with something students would do in their own life. i.e. video games & sports
5. Notice how the teacher has students illustrate what they associate the word with.
1. Notice the amount of times the teacher repeats the given vocabulary word.
2. Notice how the teacher makes the students repeat the word.
3. Notice how the teacher uses the word in multiple different contexts.
4. Notice how the teacher connects the word with something students would do in their own life. i.e. video games & sports
5. Notice how the teacher has students illustrate what they associate the word with.
Other Way Vocabulary is Taught?
This is an example of vocabulary that is at a Tier 2 learning level. This is because they are encountered through content and often have different meanings or context. This is an example of a word wall. A word wall is a strategy used by teachers in order for students to be exposed to the words within the classroom. This word wall is especially good because not only does it include the book that the students encountered the vocabulary but it connects these vocabulary words to an image.
A great way for students to learn new vocabulary is to connect the learned words to movements. This is called Total Physical Response. This is a strategy in which students make connections to words, phrases, and sentences by creating physical movements to define them. TPR is a way to physically interact with language and to solidify and demonstrate comprehension. The video and image below shows how this learning strategy can be taught and implementing implemented within the classroom. Here so some things to notice while viewing these two resources...
- See how the motions/movements RELATE to the vocabulary word and almost give a definition of the word through the motion.
- Notice how the students SAY and ACT out the motion at the SAME time.
- Notice how each word is repeated more than one time.
Studies have shown that teaching students the meanings of word parts such as prefixes and suffixes is beneficial to both vocabulary and reading comprehension. This allows students to break down the meaning of an unknown word through the meaning of its parts. Shanahan states "that teaching students the meanings of words and of word parts such as prefixes and suffixes can have a powerful impact on reading comprehension." (pg. 27)
Sources:
Pictures:
https://th.bing.com/th/id/R.e11d9498be27c876a19d9966d6d583ff?rik=d6kotO%2f%2fYMA6Iw&riu=http%3a%2f%2f1.bp.blogspot.com%2f-TApENWk793s%2fTaUrnX-gLQI%2fAAAAAAAAAEY%2f22JC9xYATeI%2fs1600%2fword%2bwall.jpg&ehk=6uJ1uOCHyQFVbnC78Ysj8GK1oD4MWFPE3yBNEnWor3s%3d&risl=&pid=ImgRaw&r=0
https://www.researchgate.net/publication/3955195/figure/fig5/AS:279861097713665@1443735493089/Gesture-Vocabulary-Quek-1994.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/Slide3.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/tier-2-image.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/Slide5-300x150.png
https://i.etsystatic.com/21800390/r/il/b8dcf0/2346312812/il_1140xN.2346312812_2ptq.jpg
Sources:
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
Shanahan, T. (2006). THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers. https://uwosh.edu/coehs/wp-content/uploads/sites/114/2018/12/Shanahan-national-reading-panel-report-Advice-for-Teachers.pdf
Munger, K., Crandall, B., Cullen, K., Duffy, M., Dussling, T., Lewis, E., Mcquitty, V., Murray, M., O'toole, J., Robertson, J., & Stevens, E. (2016). Steps to Success: Crossing the Bridge Between Literacy Research and Practice. https://knightscholar.geneseo.edu/cgi/viewcontent.cgi?article=1009&context=oer-ost
https://th.bing.com/th/id/R.e11d9498be27c876a19d9966d6d583ff?rik=d6kotO%2f%2fYMA6Iw&riu=http%3a%2f%2f1.bp.blogspot.com%2f-TApENWk793s%2fTaUrnX-gLQI%2fAAAAAAAAAEY%2f22JC9xYATeI%2fs1600%2fword%2bwall.jpg&ehk=6uJ1uOCHyQFVbnC78Ysj8GK1oD4MWFPE3yBNEnWor3s%3d&risl=&pid=ImgRaw&r=0
https://www.researchgate.net/publication/3955195/figure/fig5/AS:279861097713665@1443735493089/Gesture-Vocabulary-Quek-1994.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/Slide3.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/tier-2-image.png
https://www.missdecarbo.com/wp-content/uploads/2021/06/Slide5-300x150.png
https://i.etsystatic.com/21800390/r/il/b8dcf0/2346312812/il_1140xN.2346312812_2ptq.jpg
Sources:
Himmele Erch 422 Vocabulary and Comprehension PowerPoint
Shanahan, T. (2006). THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers. https://uwosh.edu/coehs/wp-content/uploads/sites/114/2018/12/Shanahan-national-reading-panel-report-Advice-for-Teachers.pdf
Munger, K., Crandall, B., Cullen, K., Duffy, M., Dussling, T., Lewis, E., Mcquitty, V., Murray, M., O'toole, J., Robertson, J., & Stevens, E. (2016). Steps to Success: Crossing the Bridge Between Literacy Research and Practice. https://knightscholar.geneseo.edu/cgi/viewcontent.cgi?article=1009&context=oer-ost