Findings
of the National Reading Panel
- Intentional instruction of vocabulary items is required for specific texts.
- Repetition and multiple exposures to vocabulary items are important.
- Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary.
- Vocabulary learning should entail active engagement in learning tasks.
- Computer technology can be used effectively to help teach vocabulary.
- Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction.
- Dependence on a single vocabulary instructional method will not result in optimal learning.
It is often assumed that when
students do not learn new vocabulary words, they simply need to practice the
words some more. Research has shown, however, that it is often the case that
students simply do not understand the instructional task involved (National
Reading Panel, 2000). Rather than focus only on the words themselves, teachers
should be certain that students fully understand the instructional tasks
(Schwartz and Raphael, 1985). The restructuring of learning materials or strategies
in various ways often can lead to increased vocabulary acquisition, especially
for low-achieving or at-risk students (National Reading Panel, 2000). According
to Kamil (2004), "once students know what is expected of them in a
vocabulary task, they often learn rapidly."
Incidental
vocabulary learning
The scientific research on
vocabulary instruction reveals that most vocabulary is acquired incidentally
through indirect exposure to words. Students can acquire vocabulary
incidentally by engaging in rich oral-language experiences at home and at
school, listening to books read aloud to them, and reading widely on their own.
Reading volume is very important in terms of long-term vocabulary development
(Cunningham and Stanovich, 1998). Kamil and Hiebert (2005) reason that
extensive reading gives students repeated or multiple exposures to words and is
also one of the means by which students see vocabulary in rich contexts.
Cunningham (2005) recommends providing structured read-aloud and discussion
sessions and extending independent reading experiences outside school hours to
encourage vocabulary growth in students.
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