This study documents the effects of explicit vocabulary instruction on overall knowledge in a 6th grade science classroom. Previous research suggests that multiple exposures to new vocabulary words and consistent vocabulary instruction across grade levels can help students excel in content area classes, (Sweeney and Mason, 2011). An action research was designed to increase student success in the science classroom by implementing a word map strategy for new vocabulary words. Students completed a pre-test and post-test to show their growth in the content area along with three vocabulary quizzes to test their knowledge of new words. The results of the action research suggests that focusing on vocabulary does increase student success in content area classes, but vocabulary instruction should include small group instruction in order to reach all types of learners.
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Knowledge of word meanings is critical to success in reading. A reader cannot fully understand a text in which the meaning to a significant number of words is unknown. Vocabulary knowledge has long been correlated with proficiency in reading. Yet, national surveys of student vocabulary knowledge have demonstrated that student growth in vocabulary has been stagnant at best. This volume offers new insights into vocabulary knowledge and vocabulary teaching. Articles range from a presentation of theories of vocabulary that guide instruction to innovative methods and approaches for teaching vocabulary. Special emphasis is placed on teaching academic and disciplinary vocabulary that is critical to success in content area learning. Our hope for this volume is that it may spark a renewed interest in research into vocabulary and vocabulary instruction and move toward making vocabulary instruction an even more integral part of all literacy and disciplinary instruction.
Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction. Other key features of this timely new book include: *Broad Coverage. The book addresses the full range of students populating current classrooms--young children, English Language Learners, and young adolescents. *Issues Focus. By focusing on persistent issues from the perspective of critical school populations, this volume provides a rich, scientific foundation for effective vocabulary instruction and policy. *Author Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency.
This action research paper depicts the teacher-developed instructional strategies to enhance vocabulary instruction among school-age students in the public school setting. The selected population spans across three school districts and includes a third grade classroom, a fifth grade classroom, as well as a select fourth and fifth grade students with learning disabilities in a pull out program. All three sites are located in suburban, middle-class communities in a large Midwestern city. The insufficient vocabulary performance is documented through district provided comprehension and vocabulary scores as well as content-based vocabulary assessments. The literature shows that explicit instruction on research-supported practices (i.e. in-depth investigations, word maps, and other graphic organizers) and multiple exposures to the same unknown word are necessary for vocabulary growth. Research also pointed out that a variety of techniques for independent word learning should be taught. These researchers focused specifically on the intentional explicit instruction and organization of research-based independent word learning strategies. The analysis of student achievement was determined by first examining district scores in comprehension and vocabulary (Star Reading Program, Guided Reading Program, SSAT (State Standardized Achievement Test), and MAPS (Measures of Academic Progress)) and a Content Vocabulary Pre-Assessment. The teacher researchers involved the students in two different techniques for independent word learning (i.e. word map, four-square, and flashcards) and vocabulary dictionaries. After completing the individual word learning strategies, content-area vocabulary growth was measured by Content Vocabulary Quizzes. Following the instruction and learning of the three strategies, vocabulary growth was evaluated by examining district provided scores in comprehension, Student Reflections, and a Vocabulary Post Assessment in specific content area. Post intervention data indicated the interventions were highly successful. Overall, students showed a growth in vocabulary knowledge and reading comprehension. Student reflections indicated that they enjoyed learning the vocabulary strategies and using the vocabulary dictionaries. Student Reflections at Sites A and B indicated that they preferred learning vocabulary by using the flashcard strategy while students at Site C preferred the word map strategy. Students at Sites A and C demonstrated more vocabulary growth using the flashcard strategy while students at Site B showed the most growth using the four-square strategy. Appended are: (1) Copywrited Data Collection Instruments Records Sheet Content Vocabulary Pre-Assessment; (2) Records Sheet, Vocabulary Strategies-Student Reflections, Word Map- Student Reflections, Four-square-Student Reflections, Flashcards- Student Reflections, Vocabulary Strategies-Student Reflection-Teacher Records, Post Vocabulary Assessment, Geography Vocabulary Words Quiz #1, #2, & #3; (3) Lesson Plans; and (4) Revised Lesson Plans. (Contains 12 tables, 17 graphs, 29 references, and 3 appendices.) [Masters Thesis, Saint Xavier University.].
A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom
This book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources.
