scholarly journals Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

2018 ◽  
Vol 8 (4) ◽  
pp. 180 ◽  
Author(s):  
Stephanie Moody ◽  
Xueyan Hu ◽  
Li-Jen Kuo ◽  
Mohammed Jouhar ◽  
Zhihong Xu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Reading Comprehension ◽  
Learning Strategies ◽  
Word Learning ◽  
Social Constructivism ◽  
Adult Literacy ◽  
Coding Theory ◽  
Vocabulary Instruction ◽  
Word Knowledge ◽  
The Impact

Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

scholarly journals The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication

1983 ◽  
Vol 15 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Margaret G. McKeown ◽  
Isabel L. Beck ◽  
Richard C. Omanson ◽  
Charles A. Perfetti
Keyword(s):  
Reading Comprehension ◽  
Lexical Access ◽  
Fourth Graders ◽  
Vocabulary Instruction ◽  
Original Study ◽  
Word Knowledge ◽  
Comprehension Ability ◽  
Methodological Problems ◽  
The Relationship

A study that investigated the relationship between vocabulary instruction and reading comprehension was replicated and extended. The original study showed substantial gains in accuracy of word knowledge and speed of lexical access, but only marginal gains in comprehension. This latter result was attributable to methodological problems, and thus the comprehension measure was revised. In the present study, fourth graders were taught 104 words over a five-month period. Following instruction, these children and a group of uninstructed children matched on pre-instruction vocabulary and comprehension ability performed tasks to measure accuracy of word knowledge, speed of lexical access, and comprehension of stories containing taught words. Instructed children showed substantial advantage in all tasks. Reasons for these results, in contrast to studies that have failed to improve comprehension through vocabulary instruction, are discussed.

Woordenschatonderwijs en Leren Leren

1995 ◽  
Vol 53 ◽  
pp. 11-23
Author(s):  
Carolien Schouten-van Parreren
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Word Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Unknown Words ◽  
Acquisition Processes ◽  
L1 And L2

Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies? With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.

Differential Word Knowledge and Reading Comprehension

1983 ◽  
Vol 15 (4) ◽  
pp. 33-50 ◽  
Author(s):  
Steven Stahl
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Sentence Comprehension ◽  
Contextual Information ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Multiple Choice ◽  
Theoretical Framework ◽  
Fifth Grade ◽  
Word Knowledge

This study examined the effects of vocabulary pre-instruction on reading comprehension. Two vocabulary training treatments, chosen on the basis of a theoretical framework for vocabulary instruction, and a control were used with 28 average fifth-grade readers. For two of three order groups, both training treatments produced significantly higher scores on passage tests, and, for all children, both training treatments produced significantly higher scores on two sentence comprehension measures and a multiple-choice synonym test, indicating that pre-instruction had a significant effect on both comprehension and vocabulary learning. In addition, a mixed method of vocabulary instruction, or one which provided both definitional and contextual information about the taught words, produced significantly higher comprehension scores than did a definitional method.

Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research

2003 ◽  
Vol 26 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Diane Pedrotty Bryant ◽  
Marilyn Goodwin ◽  
Brian R. Bryant ◽  
Kellie Higgins
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Vocabulary Instruction ◽  
Strategy Instruction ◽  
Selection Procedure ◽  
Intervention Research ◽  
Word Knowledge ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Immediate Recall

This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Based on the selection criteria, six articles spanning the period from 1978 to the present were identified. Vocabulary interventions were categorized into four areas, computer-assisted instruction (CAI), fluency-building vocabulary practice activities, mnemonic strategy instruction, and concept enhancement instruction. Overall, positive results were found for the interventions on measures of immediate recall, maintenance, and generalization.

A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice

2019 ◽  
Vol 50 (4) ◽  
pp. 477-492 ◽  
Author(s):  
Amy M. Elleman ◽  
Eric L. Oslund ◽  
Natalie M. Griffin ◽  
Katie E. Myers
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Learning Strategies ◽  
Low Socioeconomic Status ◽  
Vocabulary Acquisition ◽  
Semantic Networks ◽  
Included Study ◽  
School Students ◽  
Recommendations For Practice ◽  
The Impact

Purpose The purpose of this tutorial is to explain key concepts about vocabulary acquisition and instruction and to translate research from middle school vocabulary interventions into practice recommendations for practitioners. In this tutorial, we consider the relationship between vocabulary and reading comprehension, describe vocabulary acquisition including the development of semantic networks, provide a review of high-quality middle school vocabulary studies, and make recommendations for practice. Method We reviewed the experimental and quasi-experimental literature examining the impact of vocabulary instruction on the vocabulary and reading comprehension development of middle school students. We searched multiple electronic databases (e.g., PsycInfo, ERIC, Scopus, Google Scholar) using combinations of specific search terms (i.e., vocabulary, intervention, instruction, middle school, adolescent ), searched reviews of vocabulary research, and conducted bibliographic searches of included studies. We then extracted information from each included study about the intervention, participants, and outcomes. Results We identified 17 studies meeting our inclusion criteria. The majority of studies were conducted with students from low socioeconomic status backgrounds. Only 1 study focused exclusively on students with learning disabilities, language impairments, or reading disabilities, highlighting the need for more vocabulary experimental research studies with special populations of students in middle school. Conclusion After reviewing the middle school studies, we make 5 recommendations based on the literature: (a) teach vocabulary intentionally, (b) teach independent word-learning strategies (morphological analysis), (c) focus on developing semantic networks, (d) increase opportunities to use new words in discussion and writing, and (e) provide a motivating and language-rich learning environment.

Vocabulary Instruction: Effects on Word Knowledge and Reading Comprehension

1982 ◽  
Vol 5 (3) ◽  
pp. 202-215 ◽  
Author(s):  
Darlene Pany ◽  
Joseph R. Jenkins ◽  
Janice Schreck
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Sentence Comprehension ◽  
Vocabulary Instruction ◽  
Learning Disabled ◽  
Word Knowledge ◽  
The Third ◽  
Connected Discourse ◽  
Remedial Readers ◽  
Instruction Effects

Three experiments were conducted to assess the effects of vocabulary instruction on word knowledge and reading comprehension. Treatments varied in the amount of direct instruction, ranging from meaning derivation from context to drill on synonyms. In Experiment 1, subjects were “average” fourth-grade readers, whereas subjects in Experiments 2 and 3 were learning disabled and remedial readers. Results of Experiments 1 and 2 indicated that the treatments were differentially effective in teaching synonyms for unfamiliar words. More meanings were acquired as a result of increased direct instruction. Average students learned some word synonyms under all conditions except a noninstructional control condition. However, learning disabled students acquired fewer meanings across all conditions and seemed to require more direct instruction in order to produce learning. In both experiments, procedures which were differentially effective in teaching synonyms also produced differential transfer to sentence comprehension. The third experiment examined the effect of vocabulary instruction on comprehension of connected discourse. Again, vocabulary training transferred to comprehension of single sentences; however, on two of three measures of passage comprehension no effects were observed that were attributable to vocabulary instruction.

scholarly journals أثر استخدام استراتيجية التدريس التبادلي في تنمية فهم المقروء لدى طالبات من قسم الإعداد اللغوي بجامعة الراية

2018 ◽  
Vol 2 (01) ◽  
pp. 23-32
Author(s):  
Nur Hanifah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Female Students ◽  
Reciprocal Teaching ◽  
Variation Method ◽  
Good Effect ◽  
Comprehension Skill ◽  
The Impact

Learning strategies are the steps that the students use to enhance their learning process. Strategies are important in learning a language in particular, as they are effective, self- directed is able to offer progress in a smart way and can increase their self- confidence. In order to achieve the objectives of the study, the researcher was used a scientific method, that is the experimental method. Sample of the study consisted of thirty (30) female students from STIBA of Ar-Raayah, where the sample was divided into two groups: the experimental group consisted of (15) female students, and the control groups consisted of (15) female students. The instrument of the study is a test of reading skill before and after applying Reciprocal teaching, which paved the researchered to know the impact of using reciprocal teaching method in development of reading comprehension skill. This study had shown that there were good effect of using reciprocal teaching strategy in the development reading comprehension skill for students, proved that this strategy helps to develop of reading comprehension skill and measurement for variation method teaching in STIBA of Ar-Raayah.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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