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Vocabulary Instruction for Struggling Readers

Vocabulary Instruction for Struggling Readers. A Struggling Reader is defined as a student who lacks the skills to comprehend grade-level texts. The fewer words one knows, the more difficulty the struggling reader has with the task of reading.

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Vocabulary Instruction for Struggling Readers

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  1. Vocabulary Instruction for Struggling Readers

  2. A Struggling Reader is defined as a student who lacks the skills to comprehend grade-level texts. • The fewer words one knows, the more difficulty the struggling reader has with the task of reading. • The more difficult the task; the less it is performed. • Therefore, the less able reader lacks the proficiency to engage in free time reading.

  3. What Factors Affect Vocabulary Learning? • Instruction that embraces wide reading and direct explanation of the meanings of words through thought-provoking, interactive, engaging lessons • A students’ socioeconomic status plays an important role in the vocabulary development • A great deal of vocabulary is learned from wide reading and talking about what is read, or from the natural-acquisition-of -words approach. • Most of the words that appear in primary-grade books are usually part of children’s speaking and listening vocabularies. This changes as children are required to do more content-area reading from texts.

  4. The Four Stages of Knowing a Word • Having never seen or heard the word; • Having heard the word, but not knowing what it means; • Recognizing the word in context • Knowing and using the word Concentrate your instruction on “almost known” words in stages 2 and 3 to help students to move into stage 4 knowing and using the word.

  5. The Three Tiers of VocabularyInstruction • Important words to teach are words that are critical to comprehending the text. If the word is a high utility word and will be encountered often, it should be taught. • First tier~ school, hot, red, mother, cat, and hospital • Second Tier~ High utility words such as convenient, general, moral, compromise • Third Tier~ Words that are specific to the content

  6. The Three Tiers of Vocabulary

  7. Teaching Tier Two Words • Text Impressions • Contextual Redefinition • Example and Non Example

  8. Text Impressions Text Impressions invites students to review a list of words, compose a paragraph using these words, and engage in discussion on a topic they are about to study. Select 10 to 20 words/phrases • List the words and phrases vertically • Read through the words and phrases with the students • Invite the students to make general predictions about the topic by using the words. • Write a collaborative paragraph connecting the words and phrases. • Read the assigned text and add a sticky note to each page where the tier 2 word appears. • When the students have finished reading, they should revisit their paragraphs to summarize, make revisions based on the new information, or add illustrations. • Ask, “How did using Tier 2 wordsincrease the quality of the writing?”

  9. Contextual Redefinition

  10. Example and Non-Example This strategy helps students analyze and practice essential characteristics of Tier 2 words while eliminating nonessential characteristics (Frayer, Frederick, & Klausmeier, 1969; Tierney, et al., 1995; Brassell & Flood, 2004)

  11. Example and Non Example • Select five to eight Tier 2 words from the targeted text. • Write each word, a definition, and an example or situation on a separate index card for partner groups or on a transparency or chart for a larger group of students. • Write additional examples and non-examples of each word • Give students a blank vocabulary sheet and the students will complete columns 1,2, and 3 on the vocabulary sheet. • When all examples and non-examples have been completed, have a class discussion of what information prompted their decisions. • Read the assigned text together and use sticky notes to mark the Tier 2 words. • Use the text to complete the Text-Content column of the chart. • Once they are comfortable with a word, have them work with their partner or group using the text content, dictionary, and thesaurus to write their own examples and non-examples.

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  13. Bibliography • Beck, I, McKeown, M.G. & Kucan, L.(2002). Bringing Words to Life. The Guilford Press, New York. • Block, C., &Mangieri, J.N.(2006).The Vocabulary Enriched Classroom. Scholastic, New York.

  14. Presented by Cynthia KennedyLiteracy Resource Specialist

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