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Vocabulary Instruction

Vocabulary Instruction. How We Learn New Words. Firsthand experience with the concept is directly related to reading comprehension Experience is a better predictor of reading comprehension ability than just knowing the meaning of words and being able to do well on vocabulary tests

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Vocabulary Instruction

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  1. Vocabulary Instruction

  2. How We Learn New Words • Firsthand experience with the concept is directly related to reading comprehension • Experience is a better predictor of reading comprehension ability than just knowing the meaning of words and being able to do well on vocabulary tests • Experience helps to develop schema better than just knowledge of a word • Vocabulary aptitude is a trainable skill

  3. Principles for Effective Vocabulary Instruction Learned best through direct, hands-on experience Both definitions and context should be offered • teach basic definition or information that helps determine the connections of the new word to known words • understand the importance of context for knowing the correct and intended meaning of a word (50 definitions for run)

  4. Principles for Effective Vocabulary Instruction 3. Must include a depth of learning component as well as a breadth of word knowledge • Association processing—through synonyms and word associations • Comprehension processing—fitting a word into a sentence blank, classifying the word with other words, finding antonyms • Generation processing—creating a new or novel product such as restatement of the definition, using in a novel sentence, relating it to a personal experience CAUTION: creating own sentences must be done with care—students need to demonstrate real understanding of the word and use it in its proper grammatical form

  5. Principles for Effective Vocabulary Instruction • 4. Students need to have multiple exposures to new reading vocabulary words • Some studies suggest as many as 6 exposures necessary to be able to recognize and learn any new words • Listening vocabulary exceeds reading vocabulary for a long time

  6. Which words do we teach?

  7. Words should have: • High utility—usefulness • Facilitate concept development • Contribute to greater spelling and orthographic knowledge

  8. Strategies for teaching vocabulary in Chapter 7 worth knowing: • Predict-O-gram (p. 236)—using words from the story to be read and placing them under the appropriate story grammar part to work on meaning and prediction • Word Banks (p. 229) and Word Cards (p. 237)—to review new words by writing them on cards with various explanations, pictures, examples to assist • Semantic Maps (p. 238) and Semantic Feature Analysis (p. 239)—to assist in constructing new schema by categorizing and establishing relationships of words with their features

  9. Strategies for teaching vocabulary in Chapter 7 of Reutzel and Cooter worth knowing: • Making Words (p. 238-241)—to improve phonetic understanding of words and increasing number of words recognized in print • Encouraging wide reading (p. 249)—one of the best ways to increase vocabulary but not highly valued in reading standards • Studying different types of word functions (p. 253-257)—antonyms, synonyms, euphemisms, onomatopoeia and other creative words

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