Vocabulary
Challange Studies show that there is a high correlation between vocabulary and reading comprehension (Baumann & Kame'enui, 2004; Pearson et al., 2007). If we want our students to comprehend what they are reading, then they need to have a large vocabulary to pull from. Direct vocabulary instruction is one way to increase vocabulary, and the other is reading. Students tend to learn more vocabulary when they are exposed to it in a fun, and engaging format.
|
Helpful Websiteshttp://www.mcgraw-hill.co.uk/sra/readingmastery.htm
Reading mastery program designed to teach all areas of reading including vocabulary. http://www.vocabulary.co.il/ Access hundreds of engaging vocabulary games. http://www.linguisystems.com/products/product/display?itemid=10795 iPad app designed to teach vocabulary and grammar skills to children with PDD and ASD. https://www.vocabulary.com/ Access vocabulary lists, blogs, and challenges. http://www.vocabulix.com/online/Learn/Vocabulary Vocabulary lessons in 3 different languages. |
Solution #1: Wordle
Wordle allows students to create word clouds when given a text. Students are able to give more prominence to words that are used frequently or are of more importance. It allows students to:
Wordles can also be used prior to reading to prepare the students, or after the reading to prompt discussion. ResearchResearch shows that "Developing breadth and depth of vocabulary depends on building connections between words and developing elaborate webs of meaning" (Boulware- Gooden, Carreker, Thornhill, & Joshi, 2007). A wordle allows students to create and analyze the connections between the words in a text. Other research tells us that "Graphic organizers and visual displays highlight the relationships between words" (Baumann & Kame'enui, 2004). Through the use of wordle, students are able to create their own graphic organizer/visual display and make their own connections between the words.
|
TutorialWordles can be implemented on a class wide or individual basis. The teacher can create a wordle to use with the entire class before a reading to become familiar with frequently used vocabulary words, or after a reading to prompt discussion on the vocabulary words.
Students could also be given an assignment to create a wordle and show connections between the vocabulary words. |
Solution #2: VocabAhead
VocabAhead is a free online program designed to help students grades 6-12 learn vocabulary in preparation for the ACT, SAT and GRE. Students are able to create their own word lists, or choose from over 2000 words that are on the website. On this website, students are able to:
Research Though research shows that a large amount of vocabulary is learned indirectly, some vocabulary must be taught directly through instruction. Many of the vocabulary words needed for college-prep tests are words that may need to be taught directly.
"Direct instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the students' everyday experiences. Direct instruction of vocabulary relevant to a given text leads to a better reading comprehension" (Armbruster, Ph.D, Lehr & Osborn, M. Ed, 2001). |
Teachers could choose to implement this on a class-wide basis- it could be an activity to start the day/hour with so that students are learning 5 new vocabulary words each week.
Students could also access the website individually at school or at home. The could get additional practice on their own in preparation for SAT/ACT/GRE. |
Solution #3: Speech With Milo
Speech with Milo is a series of iphone and ipad apps designed for speech therapy use with kids. It was initially intended for use by speech therapists, but teachers and parents can also use the apps to entertain their children and also work on language development. Using the Speech with Milo apps, students are able to work on:
|
As previously mentioned, Speech with Milo was designed to be used in a one on one setting with a student and a speech therapist. It is recommended that this be the first place that the apps are implemented.
Another area of implementation is in the classroom or at home. The apps are very entertaining and can provide students with an entertaining way to practice vocabulary and language development. Research"Whether directly teaching vocabulary and word learning strategies, or increasing students' volume of reading, an important research-based principle that applies across the board is to promote a lively interest in words through student expression and participation in a learning community that enjoys playing with words, builds on individual interests as well as curriculum needs, and emphasizes self-efficacy in word learning" (Beck et al., 2008; Graves & Watts- Taffe, 2008).
|
References
Armbruster, Ph.D, B. B., Lehr, F., & Osborn, M. Ed, J. (2001). Put reading first: The research building blocks for teaching children to read. The Partnership for Reading, Retrieved from http://www.nichd.nih.gov/publications/pubs/prf_k-3/pages/prf-teachers-k-3.aspx
Baumann, J.F., & Kame’enui, E.J. (Eds.). (2004). Vocabulary instruction: Research to practice. New York: Guilford.
Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
Baumann, J.F., & Kame’enui, E.J. (Eds.). (2004). Vocabulary instruction: Research to practice. New York: Guilford.
Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.