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