The concluding statement of the National Reading Panel's (NICHD, 2000) synthesis of vocabulary research provides a succinct summary of classrooms where students' vocabularies expand and are elaborated: "Dependence on a single vocabulary instruction method will not result in optimal learning" (p. 4-4). This conclusion is understandable in light of the complexity of what it means to know a word (Beck & McKeown, 1991; Nagy & Scott, 2000). This conclusion also means that educators need to design classrooms experiences that are multi-faceted, if students are to acquire new words and increase the depth of their word knowledge. The design of these environments does not come about, however, by happenstance. The National Reading Panel identified eight specific findings that can provide a scientifically based foundation for the design of rich, multifaceted vocabulary instruction. These conclusions of the National Reading Panel are summarized in Table 1.1.
Summary of the National Reading Panel's Specific Conclusions
about Vocabulary Instruction
| 1. | There is a need for direct instruction of vocabulary items required for a specific text. |
| 2. | Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts. |
| 3. | Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas. |
| 4. | Vocabulary tasks should be restructured as necessary. It is important to be certain that students fully understand what is asked of them in the context of reading, rather than focusing only on the words to be learned. Restructuring seems to be most effective for low-achieving or at-risk students. |
| 5. | Vocabulary learning is effective when it entails active engagement in learning tasks. |
| 6. | Computer technology can be used effectively to help teach vocabulary. |
| 7. | Vocabulary can be acquired through incidental learning. Much of a student's vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context, and motivation may also add to the efficacy of incidental learning of vocabulary. |
| 8. | Dependence on a single vocabulary instruction method will not result in optimal learning. A variety of methods was used effectively with emphasis on multimedia aspects of learning, richness of context in which words are to be learned, and the number of exposures to words that learners receive. |
Note. From National Reading Panel (2000), page 4-4.
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Hi Trumanne. Thanks for the reminder on some interesting ways of teaching vocabulary. I guess gone are the days (they should be gone) when teachers simply gave a list of words and meanings to learn and then to regurgitate them in a test. I remember those days. We have come a long way from that 'non-technique'.
ReplyDeleteWith respect to no. 7 on the table, where you wrote that the many of the words will be learned from engaging in other activities apart from explicit vocabulary instruction.Of course, I know that this is where numerous reading comes into play. Sometimes when I read one book with a student, I will discuss some new words and then when those same words are encountered in another reading activity, I will ensure and draw it to the child's attention seeing if they can remember the word from another context.When they can, I commend them profusely and exclaim,"See how you are learning. The more you read, the more you will see familiar words or words cropping up over and over and this is how you get better at reading!"
This means that as teachers, we must source age-appropriate and high-interest books for our students to boost their reading. Vocabulary gained in this way is most effective.
Hey Trummane,
ReplyDeleteThis was indeed some good reading. Vocabulary is an interest of mine. There are so many strategies now that provide interesting ways to move away from traditional vocabulary instruction. Two of these that I have used are Word Walls and the Vocabulary Self-Collection Strategy. I believe that a combination of direct and indirect vocabulary instruction is best to effective vocabulary teaching.