Focusing on General Academic Vocabulary to Enhance ...

Focusing on General Academic Vocabulary to Enhance

Understanding of Complex Texts

 A recent study conducted by Nelson, Perfetti, Liben, and Liben,"Measures of Text Difficulty," compared all of the quantitative and qualitative variables considered when measuring text complexity.

? Findings:

The features that determine text complexity are very uneven, and not equally important, in their effect on text difficulty

The features of complexity most predictive of student performance are vocabulary and syntax

"It is widely accepted among researchers that the difference in students' vocabulary levels is a key factor in disparities in academic achievement... but that vocabulary instruction has been neither frequent nor systematic in most schools."

(Appendix A of Common Core State Standards for ELA)

R.4:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

R.5:

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

R.6:

Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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