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VOCABULARY DEVELOPMENT

Effective Vocabulary knowledge has long been recognized in the development of reading skills (National Panel Report, p.13). There are two types of vocabulary, oral and print. Oral vocabulary refers to words that are used in speaking or recognized when listening. Print vocabulary is synonymous with reading vocabulary and refers to words we recognize and use in print. Vocabulary is an important part of learning to read. Beginning readers use the words they have heard to make sense of the words they see in print and will have a more difficult time reading words that are not part of their oral vocabulary. Vocabulary is also part of reading comprehension. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary (Put Reading First, p.34). Vocabulary can be developed in two ways, indirectly and directly. Indirectly refers to when students engage daily in oral language, listen to adults read to them, and read extensively on their own. Directly refers to when students are explicitly taught both individual words and word learning strategies.

 

VOCABULARY INSTRUCTION
WHAT STUDENTS NEED TO LEARN HOW TO TEACH IT
  • The meanings for most of the words in a text so they can understand what they read.
  • How to apply a variety of strategies to learn words meanings. How to make connections between words and concepts.
  • How to accurately use words in oral and written language.
  • Provide direct, explicit instruction to help students learn word meanings.
  • Provide many opportunities for students to read in and out of school to encourage indirect learning of vocabulary.
  • Introduce new vocabulary in multiple contexts.
  • Engage children in daily interactions that promote using new vocabulary in both oral and written language.
  • Enrich and expand the vocabulary knowledge of English language learners.
  • Actively involve students connecting concepts and words.

 

 

 

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