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Vocabulary Instruction for Struggling Readers K-2

Vocabulary Instruction for Struggling Readers K-2. Diane Kern, Ph. D. University of Rhode Island NERA Conference-September 2008 dkern@uri.edu. Agenda. Setting our purpose Key strategies: There’s no ONE right way!

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Vocabulary Instruction for Struggling Readers K-2

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  1. Vocabulary Instruction for Struggling Readers K-2 Diane Kern, Ph. D. University of Rhode Island NERA Conference-September 2008 dkern@uri.edu

  2. Agenda Setting our purpose Key strategies: There’s no ONE right way! Several practical ideas in the context of research-based practice AND great children’s literature Payoffs Resources

  3. Defining terms Vocabulary is defined “as knowledge of words and word meanings in both oral and print language in productive and receptive forms.” Lehr, Osborn, & Hiebert (2004) A Focus on Vocabulary http://www.prel.org/products/re_/ES0419.htm

  4. Word Rich and Word Poor “Students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success.” (Baumann, Kame’enui & Ash, 2003) “The Matthew Effect”…”the rich get richer and the poor get poorer” (Stanovich, 1996) Know thy enemy #1 Reading Less #2 The 4th Grade Slump

  5. Consider this On average, school-aged students learn approximately 3,000 words per year or 8 words per day. Unfortunately, some students learn only 1 or 2 words a day Factors: SES, language factors, memory problems…

  6. No one right way! Direct instruction Indirect instruction Repeated and multiple exposures Contexts for learning Active engagement Varied methods

  7. Direct Instruction: Word Study Direct vocabulary instruction improves comprehension (Baumann, Kame’enui, & Ash, 2003; Beck & McKeown, 1991; Stahl & Fairbanks, 1996). ESL learners rely more heavily on direct instruction than native speakers (Goulden, Nation, & Read, 1990). **Word banks **Word Study activities from Words Their Way http://literacyconnections.com/WordsTheirWay.html

  8. Indirect instruction Students learn words through wide reading (Nagy & Herman, 1987; Fielding, Wilson, & Anderson, 1986). Prior knowledge/experience supports increased vocabulary knowledge (Marzano, 2004). **Nonfiction and Fiction…Spiders, Bats, and Autumn Leaves, oh my!

  9. Repeated, multiple exposures Repeated exposure to words in meaningful contexts improves comprehension (Nagy, 1990). Semantic mapping improves recall and understanding (Pittelman, Levin, & Johnson, 1985). **Semantic Mapping **Semantic Feature Analysis

  10. Rich contexts for learning Knowing a word means more than knowing the definition of a word (Scott & Nagy, 1997). A rich conceptual base matters (Johnson & Pearson, 1984). ** Wordless Picture Books **Planting a Rainbow

  11. Active Engagement Discussion leads to vocabulary learning (Stahl & Clark, 1987). Students learn new words by learning strategies for understanding unfamiliar words (Blachowicz & Fisher, 2004). ** Out of the Ocean **Computer-assisted methods http://www.literacy.uconn.edu/compre.htm#vocab http://www.internet4classrooms.com/skills_1st.htm#lang

  12. Varied methods=Payoffs Students learn words in a variety of ways (Blachowicz & Fisher, 2004). Knowledge of word meaning is critical to reading success (Johnson, Toms-Bronowski, & Pittelman, 1983). There is NO one way, NO one program, NO quick-fix… Choose what YOUR students need and provide meaningful, intrinsically motivating ways to help your young readers beat the 4th grade slump!

  13. Resources Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, ME: Stenhouse. Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, 13NJ: Pearson. Chall, J. S., & Jacobs,V. A. (2003). Research round-up: Poor children’s fourth grade slump. American Educator, 27(1), 14-18. Eaton, S. (2006). The children in room E4. Chapel Hill, NC: Algonquin Books of Chapel Hill. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. Vocabulary Acquisition: Synthesis of the Research http://idea.uoregon.edu/%7Encite/documents/techrep/tech13.html

  14. Children’s Literature Aliki. (1988). Dinosaur bones. New York: Scholastic. DePaola, T. (1978). Pancakes for breakfast. SanDiego, C A: Harcourt Brace Jovanovich. Elhert, L. (1988). Planting a rainbow. SanDiego, C A: Harcourt Brace Jovanovich. Emberley, R. (1990). Taking a walk: A book in two languages; (Caminando: Un libro en dos lenguas). New York: Scholastic. Frasier, D. (1998). Out of the ocean. San Diego, CA: Voyager Books, Harcourt. Gibbons, G. (1999). Bats. New York: Scholastic. Robbins, K. (1998). Autumn leaves. New York: Scholastic. Trapani, I. (1993). The itsy bitsy spider. Watertown, MA: Charlesberg.

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