Beruflich Dokumente
Kultur Dokumente
Writers:
Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois
Jean Osborn, M.Ed., University of Illinois at Urbana-
Champaign
Dr. Elfrieda H. Hiebert, Visiting Research Professor,
University of California - Berkeley
© PREL 2004
This product was funded by the U.S. Department of Education (U.S. ED) under the Regional
Educational Laboratory program, award number ED01CO0014. The content does not necessarily
reflect the views of the U.S. ED or any other agency of the U.S. government.
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A Focus on Vocabulary
O
f the many compelling reasons for provid-
ing students with instruction to build
vocabulary, none is more important than the
contribution of vocabulary knowledge to
reading comprehension. Indeed, one of the most endur-
ing findings in reading research is the extent to which
students’ vocabulary knowledge relates to their reading
comprehension (e.g., Anderson & Freebody, 1981;
Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis,
1942; Whipple, 1925). Most recently, the National
Reading Panel (2000) concluded that comprehension
development cannot be understood without a critical
examination of the role played by vocabulary knowledge.
Given that students’ success in school and beyond
depends in great measure upon their ability to read with
comprehension, there is an urgency to providing
instruction that equips students with the skills and
strategies necessary for lifelong vocabulary development.
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What Is Vocabulary?
B
roadly defined, vocabulary is knowledge of words and
word meanings. However, vocabulary is more complex
than this definition suggests. First, words come in two
forms: oral and print. Oral vocabulary includes those
words that we recognize and use in listening and speaking. Print
vocabulary includes those words that we recognize and use in
reading and writing. Second, word knowledge also comes in two
forms, receptive and productive. Receptive vocabulary includes
words that we recognize when we hear or see them. Productive
vocabulary includes words that we use when we speak or write.
Receptive vocabulary is typically larger than productive vocabu-
lary, and may include many words to which we assign some
meaning, even if we don’t know their full definitions and connota-
tions – or ever use them ourselves as we speak and write (Kamil
& Hiebert, in press).
O
ne of the most persistent findings in reading research
is that the extent of students’ vocabulary knowledge
relates strongly to their reading comprehension and
overall academic success (see Baumann, Kame‘enui, &
Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). This rela-
tionship seems logical; to get meaning from what they read, stu-
dents need both a great many words in their vocabularies and the
ability to use various strategies to establish the meanings of new
words when they encounter them. Young students who don’t have
large vocabularies or effective word-learning strategies often
struggle to achieve comprehension. Their bad experiences with
reading set in motion a cycle of frustration and failure that contin-
ues throughout their schooling (Hart & Risley, 2003; Snow,
Barnes, Chandler, Goodman, & Hemphill, 2000; White, Graves, &
Slater, 1990). Because these students don’t have sufficient word
knowledge to understand what they read, they typically avoid
reading. Because they don’t read very much, they don’t have the
opportunity to see and learn very many new words. This sets in
motion the well known “Matthew Effects,” Stanovich’s (1986)
application of Matthew, 25:29–“the rich get richer and the poor
get poorer.” In terms of vocabulary development, good readers
read more, become better readers, and learn more words; poor
readers read less, become poorer readers, and learn fewer
words.
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O
ver the years, estimates of student vocabulary size have
varied greatly, hindered in part by issues such as the
types of vocabularies being considered (e.g., recep-
tive/productive or oral/print). Depending on how they
approached such issues, early vocabulary researchers reported
figures ranging from 2,500 to 26,000 words in the vocabularies of
typical grade 1 students and from 19,000 to 200,000 words for
college graduate students (Beck & McKeown, 1991). As
researchers began to define more clearly what they meant by
vocabulary size, the estimates became more precise. At the pres-
ent time, there is considerable consensus among researchers that
students add approximately 2,000 to 3,500 distinct words yearly
to their reading vocabularies (Anderson & Nagy, 1992; Anglin,
1993; Beck & McKeown, 1991; White et al., 1990).
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Word Poverty
(Moats, 2001)
Researcher Louisa Moats refers to the gap in word knowl-
edge between advantaged and disadvantaged children as
“word poverty.” In her study of the language abilities of
kindergarten students in a large city district, Moats found
that many children were unable to name pictures that
showed the meanings of words such as sewing or
parachute.
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(In the story, a fly tells Arthur he can have three wishes if
he didn’t kill him. Arthur says that it’s absurd to think a fly
can grant wishes.)
Teacher:
If I told you that I was going to stand on my head to
teach you, that would be absurd. If someone told you
that dogs could fly, that would be absurd.
I’ll say some things, and if you think they are absurd,
say: “That’s absurd!” If you think they are not absurd,
say: “That makes sense.”
Beck and McKeown (2001) report that Text Talk has proved
successful in helping students retain new words and recog-
nize them in later reading.
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• Words that students know at some level but that have mul-
tiple meanings, such as attention, channel, and practice;
and
Toys/Objects Nature
bounce blow
twirl rustle
buzz flutter
tick erupt
tremble
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Not all contexts are helpful. In some cases, the context can be of
little assistance in directing readers toward the specific meaning
of a word. Beck, McKeown, and McCaslin (1983) called these
“nondirective contexts.” Here’s an example of such a context: “We
heard the back door open, and then recognized the buoyant foot-
steps of Uncle Larry.” The context for buoyant is unhelpful
because a number of possible meanings could fit the word,
including heavy, lively, noisy, familiar, dragging, and plodding.
Another example of a nondirective context is “The police arrived
to arrest him for the dastardly deed of bringing donuts and coffee
to the homeless people in the park.” Here the context is mislead-
ing because dastardly is used sardonically. Therefore, the context
offers no clue to help determine its meaning.
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34
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Conclusion
T
he strong and established relationship between students’
vocabulary knowledge and their ability to successfully
comprehend what they read places a heavy demand on
classroom teachers, curriculum planners, program
developers, organizers of staff development plans, reading
researchers, and on parent outreach programs. The demand is
that significant attention be given to the development of students’
vocabulary knowledge.
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