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Vocabulary

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Vocabulary

  1. 1. What types of vocabulary instruction have been proven to positively affect reading comprehension? <br />By Jamie Gandy<br />
  2. 2. Reading comprehension is a skill that requires a student to read words in text while also understanding their meanings. <br />
  3. 3. Studies have shown that word knowledge in 1st grade if a strong predictor of reading comprehension in the 11th grade.<br />
  4. 4. Vocabulary Tiers<br />Tier One: consists of words that are common labels that are widely understood and easily comprehended. <br />Tier Two: high utility words that focus more on the abstract or complete ideas. This is the tier that should be the main focus in an educational setting. <br />Tier 3: are very specific to particular subject areas and are not high utility. <br /> -Beck<br />
  5. 5. As teachers, we know vocabulary instruction is vital. The problem is knowing the best practices to follow.<br />
  6. 6. Themes<br />Direct and Embedded Instruction<br />Extended Instruction<br />Incidental Exposure<br />
  7. 7. Direct and Embedded <br />This type of instruction is specifically planned and is typically associated with teacher selected words and strategies.<br /> Research shows that students make significant gains during direct vocabulary instruction than those who did not receive that instruction.<br />
  8. 8. Extended Instruction<br /> Involves teacher facilitated activities that draw attention toward words and their meanings while interacting with different types of contexts.(usually follows the reading of a story)<br /> Research has shown extended instruction is more beneficial than any other vocabulary instruction. <br />
  9. 9. Incidental Exposure<br /> A way in which children acquire vocabulary knowledge incidentally through conversations, reading, and other classroom activities.<br /> Research shows this is the least effective and is difficult to assess. <br />
  10. 10. Implications<br />small amount of current research<br />teacher education on best practices<br />controlling and filling gap between students<br />which words to teach<br />how much time is spent on instruction<br />
  11. 11. Conclusions<br />Word learning is definitely a complicated process that deserves attention in the classroom. <br /> It has to be done!<br />
  12. 12. Conclusions<br />The students need to be given a variety of opportunities to connect words, analyze structure, understand multiple meanings, and discover words in a variety of contexts. <br />
  13. 13. Conclusions<br /> The goal for teachers should be to build independent learning strategies that will reciprocate into reading comprehension. <br />

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