There are a multitude of facets that make up stellar reading instruction. Vocabulary is one of these instructional foundations, which often is overlooked in the classroom (Berne et al. 2008). Many educators have focused on phonics, phonemic awareness, fluency, and comprehension, feeling that vocabulary falls into each of these categories; and will thusly be learned as these four instructional areas are taught (Berne et al., 2008). Even the National Reading Panel, in 2000, did not classify vocabulary as an integral practice in reading acquisition, feeling that it fell directly under comprehension skills (NICHD, 2000). However, over the past few years, opinions about vocabulary instruction have taken a sharp shift towards viewing this topic with high level of importance in terms of reading development amongst students. Many researchers and educators see vocabulary instruction as a fundamental component in the classroom which needs to involve thought-provoking and engaging lessons that are research based. Educators have realized that students need to develop a lexicon that is rich with words and meanings in order to foster successful readers in the classroom, and thusly society.
Sufficient decoding, fluency, and comprehension skills, all required in a successful reader, can not be possible without a strong vocabulary. Each of these reading foundations requires students to draw from their vocabulary knowledge in order to find success. Berne and Blachowicz (2008) surmise that a child who is trying to decode a passage will struggle with their reading if the words that line the paper are not part of the student’s listening vocabulary. Fluency could be hindered during repeated readings if a child continuously is caught up on vocabulary words they do not know. In turn, the child’s comprehension is gravely lessened do to the slow rate at which the student is reading. Therefore teachers must be providing explicit vocabulary instruction in order to create effective, well-rounded readers.
Research shows that over the course of one year, students learn approximately three thousand new words, with an estimated 20 to 25% of those words being incidentally learned through reading words that surround them (Nagy et al, 1987). Yet, focusing on a single context does not support a true development of vocabulary words for students. Baker, Simmons, and Kammenui (1995) reported that in order for students to be successful with vocabulary instruction, structured programs must be in place that provides a sturdy foundation for youngsters’ lexicon and reading development. Through this guided instruction, students are better able to understand the words that cross the pages they read each day, thusly improving not only their vocabulary lexicon, but their ability to read appropriately, as well.
To further support the importance of vocabulary instruction in the classroom, the No Child Left Behind Act (NCLB) of 2001 considers vocabulary a necessary part of curriculums across the country (Berne et al., 2008). Under national law, teachers must engage students in word study in such a way that new words are being learned and retained in all learners. Research has shown that there is a vast incongruity in terms of vocabulary size between high- and low achieving learners (Beck & McKeown, 2001). Furthermore, students of various socioeconomic status (SES) have a varying vocabulary as well; where higher SES students tend to come to school with two times as many useable vocabulary words than lower SES students (Berne et al, 2008). These disturbing facts make meeting the goals of NCLB quite difficult, yet not impossible, when most classrooms are saturated with diversity.
Finding the best practices, in terms of vocabulary instruction, is truly what brings about success in the classroom. The American Federation of Teachers believe vocabulary practices should include “a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning (Moats, 1999.) Students need to make meaning of the words while finding connections to the vocabulary through real live scenarios. The days of copying definitions from a dictionary are over (Phillips et al., 2008). In order to obtain a strong vocabulary, students need a program that helps to expand word knowledge while fostering a love and consciousness for the words that surround them (Harmon et. al., 2009, Scott & Nagy, 2004). Hence, learning vocabulary has morphed into a meaning making, thrilling experience that leaves learners with an overflowing lexicon.
Engaging vocabulary lessons require a variety of approaches and strategies. Since there are a multitude of words students need to learn, a variety of approaches are needed (Hucklin et. al., 1999). This idea enables students to use all of the various levels of Bloom’s Taxonomy, rather than just simple recall that copying definitions require. For example, when it comes time to choose which words to study, students can make the choice, rather than the teacher. This can be accomplished in one of two ways. The first method consists of the students sorting words that they encounter in their readings into three categories: “Words I have probably heard and probably know the meaning of,” “Words I have heard but may not know the meaning of,” and “Words I have probably not heard and most likely do not know the meaning of.” This process allows teachers to see which words in the text are difficult for a majority of their readers, and thusly need to be taught explicitly. The other words are given to the student to explore on their own, permitting students to make individual connections to the words (Phillips et. al., 2008).
The second approach to allowing student self- choice of words is the “Vocabulary Self- Collection Strategy” which Danny Brassell describes (2009). Similar to the above approach, students bring words to their reading group that they may not understand to the fullest, think they may need to know, or simply are curious to learn. The groups of readers then nominate which words they would like to study further. As an end product, each collection of readers need to present to the class the word’s definition, how the author has chosen to use it in the story, and why they felt this vocabulary word was important to share with their classmates. Brassell supports the self-collection strategy by stating “allowing students to select the words that they are interested in learning more about, teachers are empowering and encouraging their students to take active interest in their own learning (Brassell, 2009, p.5).” When children learn to become curious and self-motivated in terms of their education, the more they will potentially read, furthering their vocabulary bank.
Harmon, Wood, Hedrick, Vintinner and Willeford present an interesting strategy entitled “Interactive Word Walls.” This simple approach allows for the “potential for enhancing vocabulary learning as students engage in activities centered around the word wall- activities in which students explore, evaluate, reflect, and apply word meanings in meaningful contexts (Harmon et. al., 2009,p. 399).” As stated previously, allowing students to explore all of the avenues of the Bloom’s Taxonomy continuum truly helps to make a lasting learning experience for the child. The Interactive Word Wall follows the self-collecting word strategies in the sense that the words are student selected. The teacher makes sure that students are picking useful words that can be used in daily discussions. Students are asked to write their word on an index card, and then choose a hue to color it with, which represents the feelings the word evokes. For example, a student as described by Harmon, Wood, Hedrick, Vintinner and Willeford (2009) colored the word “futile” gray due to its indication of moodiness or mourning. Students continue to make connections with the words by developing symbols, sentences, and applying the word to real life situations. Finally the students present their word to the class and eventually it is hung on the word wall. This method, of having students think critically and deeply about words, helps to not only increase word acquisition, but comprehension and overall reading skills, as well. Once a child has ingrained a word in their mind, as an idea they truly understand, they will not be stopped by the word when it miraculously appears in their reading. Thusly, students can focus on determining meaning of the text, rather than a single word on the page.
Making predictions about words is yet another strategy to help build vocabulary knowledge. Teachers can set up graphic organizers that enable students to write down a teacher chosen word. The students then make a prediction about the isolated word’s meaning. Once the word is read in context, the student then revises their prediction. Eventually all predictions are reported out to the whole class, giving each student the opportunity to gain clarity and understanding about the targeted word (Phillips et. al., 2008).
Blachowicz and Fisher (2003) help to summarize the best teaching practices in terms of vocabulary instruction. They state that the effective vocabulary teacher: 1. Creates a vocabulary rich environment where incidental and explicit learning of words can occur, 2. Enables readers to become curious and motivated self-learners, 3. Uses a variety of strategies to help develop vocabulary acquisition, 4. Gives explicit instruction about concepts and meanings of important vocabulary words, and 5. Assesses students based on the goals and objectives of the vocabulary lessons. These five steps are the most strategic way to foster a thriving, vocabulary enriched classroom filled with curiosity and understanding.
Overall, vocabulary acquisition in the classroom needs to be a thought provoking, engaging and meaning making experience for each student. Due to the diverse learners in each classroom, teachers need to be aware that students enter the room at a variety of levels, but through best practices, all students can ultimately achieve success in terms of vocabulary development. When students engage in proper word awareness their fluency, comprehension, and decoding skills increase; making the youngster a better reader. Making sure that students get an equal amount of self-choice and teacher direct instruction will ensure that any student can walk away with an overflowing vocabulary, filled with rich words which can be used throughout reading, writing, and their life forevermore.
Sources
Beck, I.L, & McKeown, M.G. (2001). Text talk: Capturing the benefits of reading aloud experiences for young children. The Reading Teacher, 55, pp. 10-20.
Berne, J., & Blachowicz, C. (2008). What Reading Teachers Say About Vocabulary Instruction: Voices From the Classroom. The Reading Teacher, 62(4), 314-23. Retrieved 17 June 2009, from Education Full Text database.
Blackowicz, C. & Fisher, P. (1996). Teaching Vocabulary in All Classrooms. Englewood Cliffs, NJ: Prentice-Hall.
Brassell, D. (2009). Dare to differentiate: Vocabulary strategies for all students. The New England Reading Association Journal, 44(2), 1-6. Retrieved 17 June 2009, from Education Full Text database.
Harmon, J., Wood, K., Hedrick, W., Vintinner, J., & Willeford, T. (2009). Interactive Word Walls: More Than Just Reading the Writing on the Walls. Journal of Adolescent & Adult Literacy, 52(5), 398-408. Retrieved 17 June 2009, from Education Full Text database.
Hucklin, T. & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisiton, 21(2), 181-193.
Moats, L. (1999). Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Known and Be Able to Do. Washington, DC: American Federation of Teachers.
Nagy, W., R. C. Anderson, and R. Herman. 1987. “Learning Word Meanings from Context During Normal Reading.” American Educational Research Journal 24, 237-70.
National Institute of Child Health and Human Development. (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, D.C. U.S. Government Printing Office.
Phillips, D., Foote, C., & Harper, L. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-8. Retrieved 17 June 2009, from Education Full Text database.
Scott, J.A., & Nagy, W.E. (2004). Developing word consciousness. Vocabulary instruction: Research to practice (pp. 10`-217).
