Vocabulary instruction
Vocabulary instruction
(Adapted from the report of the National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific
Research of Literature on Reading and Its Implications for Reading Instruction)
What is vocabulary?
VOCABULARY refers to the words we must know to communicate effectively. It can be describes as oral vocabulary or reading vocabulary.
1. Oral vocabulary: refers to words that we use in speaking or recognise in listening.
2. Reading vocabulary: refers to words we recognise or use in print.
Why is vocabulary important?
Vocabulary plays a very important part in learning to read. Children use the words they have heard to make sense of the words they see in print. Beginning readers have a much more difficult time reading words that are not already a part of their reading vocabulary.
Vocabulary also is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean.
What doe research tell us about vocabulary instruction?
Research on vocabulary instruction reveals that:
1. Most vocabulary in learned indirectly.
2. Some vocabulary must be taught directly.
Children learn the meanings of most word indirectly, through everyday experiences in 3 ways:
When they engage in oral language (see it, hear it, speak it).
When they listen to adults read to them.
When they read extensively on their own.
(2) Children also need to be taught vocabulary directly.
Direct instruction helps children learn difficult words, such as words that represent complex concepts that are not part of the child’s everyday experiences. Direct instruction of vocabulary relevant to a given text leads to better reading comprehension:
By providing children with specific word instruction.
By teaching children word-learning strategies.
Specific Word Instruction
Specific word instruction or teaching individual words, can deepen a child’s knowledge of word meanings. This in-depth knowledge helps children understand what they are hearing or reading. It also helps them to use words accurately in speaking and writing.
In particular:
Teaching specific words BEFORE reading helps both vocabulary learning and reading comprehension. Before a child reads a teach, teach them specific words they will see in the text. For example, if the words ‘Africa’ and ‘endangered’ are in a text, engage the child in a discussion about the country ‘Africa’ and what the word ‘endangered’ may be referring to. This will help the child learn new words as well as comprehend the text.
Extended instruction that promotes active engagement with the vocabulary improves word learning. Children learn words best when given instruction over an extended period of time and when that instruction has them work actively with the words. The more children use new words and the more they use them in different contexts, the more likely they are to learn the words.
Repeated exposure to vocabulary in many contexts aids word learning. Children learn new words better when they encounter them often and in varying contexts. The more they see, hear and work with words, the better they learn them.
What are ‘word learning strategies’ and how can they help my child?
It is not possible for parents and teachers to provide specific instruction for all the words students do not know. Therefore, children need to be able to determine the meaning of words that are new to them using word-learning strategies such as:
(a) using dictionaries
Demonstrate how to find a word and which definition to select.
(b) using context clues
These are hints about the meaning of an unknown word that are provided in the words, phrases and sentences that surround the word.
(c) using word parts to figure word meanings
Knowing some common prefixes, suffixes, base words and root words can help students learn the meanings of many new words e.g. un-, re-, in-, dis-, -less, -ful.
How can I help my child learn words indirectly?
You can encourage indirect learning of vocabulary in two main ways. First, read aloud daily to your child. Students of all ages learn words from hearing texts of various kinds read to them. Reading aloud works best when you discuss the selection before, during and after you read. Talk with your child about new vocabulary and concepts and help them relate words to their prior knowledge and experiences. The second way to promote indirect learning of vocabulary is to encourage students to read extensively on their own.
What words should I teach my child?
Teach just a few words thoroughly. Focus on teaching 3 types of words:
Important words
When you teach words before your child reads a text, directly teach those words that are important for understanding a concept or the whole text.
Useful words
Teach words that your child is likely to see again and use again and again.
Difficult words
Provide some instruction for words that are particularly difficult, for example, those with multiple meanings.
How well does my child need to “know” vocabulary words?
Children know words to varying degrees. They may have heard a word before but never seen it. There are 3 level of word knowledge:
Unknown: The word is completely unfamiliar and its meaning unknown
Acquainted: The word is somewhat familiar and the child has some idea of its basic meaning
Established: The word is very familiar and the child can immediately recognise its meaning and use the word correctly.
As they read, students can usually get by with some words at the unknown or acquainted levels. However if students are to understand the text fully, they need to have an established level of knowledge for most of the words that they read.
What else can I do to help my child develop their vocabulary?
Foster word consciousness- an awareness of and interest in words, their meanings and their power. Word conscious students know many words and use them well. They enjoy words and are eager to learn new words; they also know how to learn them. You can help your child develop word consciousness by:
(1) Calling their attention to the way the authors choose words to convey particular meanings.
(2) Encourage your child to play with words by engaging them in word play, such as puns and palindromes.
IN SUMMARY
Vocabulary refers to
The words we must know how to use to communicate effectively.
Oral vocabulary refers to words that we use in speaking or recognise in listening.
Reading vocabulary refers to the words we recognise or use in print.
Vocabulary is important because
Beginning readers use their oral language to make sense of the words they see in print.
Readers must know what most of the words mean before they can understand what they are reading.
Vocabulary can be develop
Indirectly, when students engage daily in oral lang8uage, listen to adults read to them, and read extensively on their won.
Directly when students are explicitly taught both individual words and word-learning strategies.
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