This document discusses vocabulary and its importance in reading achievement. It notes that a large vocabulary is predictive of high reading achievement and that vocabulary growth is important for reading development. It discusses the differences between receptive vocabulary, which is words understood through listening and reading, and expressive vocabulary, which are words used in speaking and writing. Wide reading, direct instruction of word meanings, and discussing words during read-alouds can help foster vocabulary growth.

2. LOVE
I LOVE YOU
UNFATHOMABLE LOVE OF GOD
I LOVE TO TEASE YOU
I LOVE TO IGNORE YOU.

3. “Words so innocent and powerless as they
are, standing in a dictionary; how potent
for good and evil they become in the
hands of one who knows how to choose
and combine them.”
Nathaniel Hawthorne

4.  A large vocabulary is more specifically
predictive and reflective of high levels of
reading achievement.
REPORT OF THE NATIONAL READING
PANEL(2000)
“ The importance of vocabulary knowledge
has long been recognized in the
development of reading skills. As early as
1924, researchers noted that growth in
reading power relies on continuous growth
in word knowledge.”

5. THE AMERICAN HERITAGE DICTIONARY
defines vocabulary as
“the sum of words used by, understood by,
or at the command of a particular
person or group.”

6. UNDERSTAND USES
Major way which we “use”
vocabulary
Is when we speak and write. These are
called EXPRESSIVE VOCABULARY.
-use to express ourselves.
When we “understand” vocabulary
Its when we listen to speech and when we
read. These are called RECEPTIVE
VOCABULARY.
-used to refer to listening and speaking
vocabularies.
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7. meaning
meaning
meaning
NEXT

8. -refers to the combination of listening and
speaking vocabularies.
Children are involved in this process, words
that they understand when they hear
them and that they can use in their
speech. (back)

9. -involves reading and writing skills upon
entering school.
-children needs to acquire a basic
knowledge of how printed letters relate
to the sounds of spoken words.
-acquisition of decoding skills leads to
rapid expansion of literate vocabulary.
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10.  LISTENING
 SPEAKING
 READING
 WRITING
Fostering improvement in one aspect has
the potential for fostering improvement
in another.

11. Scarborough(2001) reviews
-children who enter kindergarten with
weak language skills are likely to
encounter difficulty in learning to read.
Hart and Risley (1995)
-studio on the variation of the amount of
talk that took place between parents
and children from family to family. study

12. KIND FAMILY
a. High
Socioeconomic
status.
b. Professional parents
c. Working class
d. Welfare families
CUMULATIVE
VOCABULARY
a. 16 times more
language
stimulation.
b. 1, 100 words
c. 650 words
d. 400 words

13.  Use “instructional” read-aloud events.
 Provide direct instruction in the meanings of clusters
of words and individual words.
 Systematically teach students the meaning of
prefixes, suffixes and root words.
 Link spelling instruction to reading and vocabulary
instruction.
 Teach the effective, efficient, realistic use of
dictionaries, thesauruses, and other reference works.
 Teach, model, and encourage the application of a
word-learning strategy.
 Encourage wide reading.
 Create a keen awareness of and a deep interest in
language and words. end

14.  Becoming a Nation of Readers(Anderson et.
Al 1985) “The single most important activity
for building the knowledge required for
eventual success in reading is reading
aloud to children”
 (Elley, 1989; Leong and Pikulski, 1990;
Robbins and Ehri, 1994) Elley strongly
suggested that vocabulary growth was
much greater when teachers discussed
even if briefly the meanings of the words in
addition to just reading the books aloud. back

15. Level I Words- “conversational speech”
Ex. House, girl, cat, up, umbrella, etc.
Level II Words- “academic vocabulary and as
instructional vocabulary”
Ex. Perspective, generate, initiate, intermediate,
calculation, etc.
Level III Words- “technical vocabulary”
Ex. Digraph, diphthong, metacomprehension,
etc.
Level IV Words-”rare and esoteric”
Ex. Majuscule-(capital letter), xanthodont-(one
who has yellow teeth like a rodent), noctuary-
(an account of what happens in a night.)
o next

16.  To facilitate the comprehension of a
text that students will be assigned to
read.
 To increase the number of words that
students know and can use in a
variety of educational, social, and
work-related areas. back

17. Examination of how spelling patterns
reflect meaning leads to vocabulary
growth.
Ex. bomb/bombard; muscle/muscular;
compete/competition
Words in each pair are related in meaning.
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18. back

19. “LINGUAPHILE”
One who loves
language.