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  • January 2009 TM Academic Vocab English & Social Studies Dept
  • January 2009 TM Academic Vocab English & Social Studies Dept
  • January 2009 TM Academic Vocab English & Social Studies Dept
  • January 2009 TM Academic Vocab English & Social Studies Dept
  • January 2009 TM Academic Vocab English & Social Studies Dept
  • January 2009 TM Academic Vocab English & Social Studies Dept

Read 5503 vocab ppt Read 5503 vocab ppt Presentation Transcript

  • Created By: Misty Dawson & Lensey Polyniak What’s the Big Deal about Vocabulary?
  • “ Research conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to reading comprehension. Moreover, studies conducted on the importance of vocabulary instruction demonstrate that it plays a major role in improving comprehension.” ~Laflamme, 1997~
  • What word is being described?
  • Rationale for Vocabulary Instruction
    • High School seniors at the top of their class knew about 4 times as many words as their lower-performing classmates (Smith, 1941)
    • High-knowledge third graders had vocabularies about equal to lowest-performing 12 th graders (Smith, 1941)
    Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guilford Press.
  • Vocabulary Development: Effective Readers Learn Words by the Thousands
    • 2,500-5,000 words learned by ages 5 to 6 years
    • 3,000 words per year learned during early school years
    • About eight new words learned daily
    • Word meanings learned incidentally through exposure to oral language and written text
    • Incidental learning critical (about 25% to 50% of annual vocabulary growth)
    • Over 88,500 distinct word families in printed English material (grades 3-9)
    -UT System/TEA, Effective Instruction for Secondary Struggling Readers, 2002
  • Word Exposure Ages 0-4 Millions of Words B. Hart & T. Risley (1996). Meaningful Differences in the Everyday Experience of Young American Children
  • Conventional Wisdom:
    • Vocabulary is learned from context
      • Oral language context is much more effective
        • Background knowledge
        • Nonverbal
      • Text is far less effective
        • 5-15% of words encountered in reading will be learned
    Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guilford Press.
    • Systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.
    • Click the link below for additional research on the effects of systematic vocabulary implementation within the educational setting.
    • http://www.americanprogress.org/issues/2009/05/pdf/elt_may09.pdf
    Research Says… Marzano, 2004