The National Reading Panel (2000)
concluded that there is no single research-based method for teaching
vocabulary. From its analysis, the panel recommended using a variety of direct
and indirect methods of vocabulary instruction.
Intentional
vocabulary teaching
Specific
Word Instruction
- Selecting Words to Teach
- Rich and Robust Instruction
Word-Learning
Strategies
- Dictionary Use
- Morphemic Analysis
- Cognate Awareness (ELL)
- Contextual Analysis
According to the National Reading
Panel (2000), explicit instruction of vocabulary is highly effective. To
develop vocabulary intentionally, students should be explicitly taught both
specific words and word-learning strategies. To deepen students' knowledge of
word meanings, specific word instruction should be robust (Beck et al., 2002).
Seeing vocabulary in rich contexts provided by authentic texts, rather than in
isolated vocabulary drills, produces robust vocabulary learning (National
Reading Panel, 2000). Such instruction often does not begin with a definition,
for the ability to give a definition is often the result of knowing what the
word means. Rich and robust vocabulary instruction goes beyond definitional
knowledge; it gets students actively engaged in using and thinking about word
meanings and in creating relationships among words.
Research shows that there are more
words to be learned than can be directly taught in even the most ambitious
program of vocabulary instruction. Explicit instruction in word-learning
strategies gives students tools for independently determining the meanings of
unfamiliar words that have not been explicitly introduced in class. Since
students encounter so many unfamiliar words in their reading, any help provided
by such strategies can be useful.
Word-learning strategies include
dictionary use, morphemic analysis, and contextual analysis. For ELLs whose
language shares cognates with English, cognate awareness is also an important
strategy. Dictionary use teaches students about multiple word meanings, as well
as the importance of choosing the appropriate definition to fit the particular
context. Morphemic analysis is the process of deriving a word's meaning by
analyzing its meaningful parts, or morphemes. Such word parts include root
words, prefixes, and suffixes. Contextual analysis involves inferring the
meaning of an unfamiliar word by scrutinizing the text surrounding it.
Instruction in contextual analysis generally involves teaching students to
employ both generic and specific types of context clues.
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