Wright, T.S., & Cervetti, G.N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.
Showing posts with label vocabulary. Show all posts
Showing posts with label vocabulary. Show all posts
The roots of comprehension
Rasinski, T., Padak, N., & Newton, J. (2017). The roots of comprehension. Educational Leadership, 74(5), 41-45.
Content area vocabulary learning
Fisher, D., & Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67(8), 594-599.
Words, words, everywhere, but which ones do we teach?
Graves, M.F., Baumann, J.F., Blachowicz, C.L.Z., Manyak, P., Bates, A., Cieply, C., Davis, J.R., & Von Gunten, H. (2014). Words, words, everywhere, but which ones do we teach? The Reading Teacher, 67(5), 333-346.
Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5
Silverman, R., Proctor, C. P., Harring, J.R., Doyle, B., Mitchell, M.A., & Meyer, A.G. Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31-55.
The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable?
Guo,Ying, Roehrig, Alysia, & Williams, Rihana S. (2011). The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable? Journal of Literacy Research, 43(2), 159-183.
Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment
Neuman, Susan B., & Dwyer, Julie. (2011). Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research, 43(2), 103-129.
Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial
Neuman, Susan B., Newman, Ellen H., & Dwyer, Julie. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly, 46(3), 249-271.
Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge
Christ, Tanya. (2011). Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge. Journal of Literacy Research, 43(2), 130-158.
Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners
Nelson, J. Ron, Vadasy, Patricia F., & Sanders, Elizabeth A. (2011). Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research, 43(2), 184-211.
Teaching vocabulary expeditiously: Three keys to improvising vocabulary instruction.
Smith, T. B. (2008). Teaching vocabulary expeditiously: Three keys to improving vocabulary instruction. English Journal, 97(4), 20-25
This is one of those short but useful “how-I-did-it-in my classroom” articles from an experienced teacher who has recently made the leap into teacher education. Smith shares a few good activities based upon William E. Nagy’s “three elements that are essential to an effective vocabulary program: integration, meaningful use, and repetition (p. 21).” He described his conversion from traditional vocabulary instruction (long lists of words to be looked up on Mondays, and a quiz on Fridays). Interestingly, he describes how his informal observations of another teacher who used high level vocabulary in authentic situations led to an examination of his own teaching and, subsequently, his “conversion.” This shows a positive teacher disposition; Smith observed other professionals, used the input to reflect rather than becoming jealous, and improved his practice.
I wish this article had gone further, but the few strategies specifically suggested look good, especially the two for which actual examples are provided (Fig.1 & Fig. 2).
This is one of those short but useful “how-I-did-it-in my classroom” articles from an experienced teacher who has recently made the leap into teacher education. Smith shares a few good activities based upon William E. Nagy’s “three elements that are essential to an effective vocabulary program: integration, meaningful use, and repetition (p. 21).” He described his conversion from traditional vocabulary instruction (long lists of words to be looked up on Mondays, and a quiz on Fridays). Interestingly, he describes how his informal observations of another teacher who used high level vocabulary in authentic situations led to an examination of his own teaching and, subsequently, his “conversion.” This shows a positive teacher disposition; Smith observed other professionals, used the input to reflect rather than becoming jealous, and improved his practice.
I wish this article had gone further, but the few strategies specifically suggested look good, especially the two for which actual examples are provided (Fig.1 & Fig. 2).
Synonym success--Thanks to the thesaurus
Mountain, L. (2008). Synonym success—Thanks to the thesaurus. Journal of Adolescent & Adult Literacy, 51(4), 318-324.
Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies
Flanigan, K., & Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent and Adult Literacy, 51(3), 226-238.
Spellings of words: A neglected facilitator of vocabulary learning
Ehri, L.C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389-404.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
Fascinating article that delves into the reading process and how it works. Here, Ehri and Rosenthal look at vocabulary learning and how students put the meanings of new words into memory. The authors argue that seeing the spellings of words assists in vocabulary learning. They provide fairly strong research evidence for their hypothesis, based on two studies, one with second graders and one with fifth graders.
It makes sense that seeing the word helps one remember it. The implications for elementary teachers are that we need to take time to make words visual and auditory. It isn’t enough to just discuss words or even to present them in read-alouds (unless kids can see them, as in a Big Book). They need that visual input. Although the authors attempt to explain why and how seeing spellings works, the explanation still left questions for me. Still, I’ll take these findings to heart. I just hope they aren’t used to justify flash card/worksheet activities.
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