In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
As I have worked with students and observed lessons being taught I find some of the students struggling with in understanding the language of learning because they do not understand the vocabulary being used. They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text. This therefore creates my problem of practice. Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs).
Students benefit from specific and explicit vocabulary instr...
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...lary and allows them to understand and gain knowledge from the classroom within which that vocabulary is being used. Consequently, learning vocabulary skills addresses the problem of students being able to read but not having sufficient vocabulary skills to understand what they are reading within and outside the classroom environment.
Works Cited
Gibbons, P. (2000). English learners academic literacy and thinking. Portsmouth, NH: Heinemann
Hattie, J. (2009) Visable learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge
Marzano, R., Gaddy, B., Dean, C., (2000). What works in classroom instruction. Aurora, CO Mid-Continent Research for Education and learning (McREL)
Stahl, S.A., & Fairbanks, M. M. (1986). The effect of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1) 72-110
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
However, comprehension has more to do with background than vocabulary. During my fieldwork, I visited a 12:1:1 class to observe a student. I noticed that the teacher used vocabulary words to explain another vocabulary word. The students appeared puzzled and started to act out because they did not understand what the teacher was trying to explain. Mr. Lavoie stated, when someone is working with a LD student, using direct instructions and background information helps them process information. If the teacher used background information about the vocabulary word, the students may have a better chance of understanding the lesson. Also, LD students have problems with their visual learning process. According to Drummond and Jones (2010), “assessment professional assess individuals with visual impairment by using instruments to meet their needs, such as test with large print-version, Braille forms and forms on audio recorders” (p. 334). Therefore, one solution to increase learning is to incorporate auditory learning. Auditory learning is a need for a LD student that has problems with their visual
Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
Gage, N.L. , Berliner, David C. (1992). Educational Psychology (5th edt.). Boston: Houghton Mifflin Company.
This study used 40 academic staff at Anadolu University who were getting an intensive English course in order to take a proficiency exam. In addition, two intermediate-level classes were also used. There was an experimental group and a control group. The subjects were not assigned randomly. Each group had 20 examinees. The experimental group received visual stimuli and keywords, but the control groups only received vocabulary in a list form, and were asked to memorize them. Results from this research indicate that the keyword method is proved to be effective in recalling and comprehension performance. The findings also indicate this method is an effective method that is used to improve students’ vocabulary recall and
Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
In order to enhance their vocabulary, to improve their comprehension of the text, students much first have background knowledge of basic definitions that will help them connect and build new vocabulary with former vocabulary. The students must also have the ability to look at the context of an unfamiliar word and be able to decipher the meaning based on the words or phrases that surround it. The foundational skills of accomplishing this is through studying early fundamental vocabulary words and then connecting new words with priorly known words of similar meaning. (Center for Research on Education, n.d.)
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
Vocabulary is an important building tool of a child’s reading skills. Students have to understand what the words mean in order to comprehend the story as it is presented to them in the classroom.
Vocabulary is critical in communicating anything and informing others. Vocabulary is the words we use to phrase sentences; that are our thoughts. “We think in words. The more words you know, the more thoughts you can have." Our vocabularies consist of many words, so many thoughts we can have. These vocabularies, our words, can be very useful in stating ideas, raising questions, and describing objects or events. Our vocabularies have words such as; nouns and verbs tell exactly what a person is think or wanting others to understand. They are words like; what, why, and how so that we can expand our understanding of something from someone else. Adjectives like; big, round, flat, and colorful to describe things for others to understand better.
Salkind, N. and Rasmussen, K. (2008), Encyclopedia of Educational Psychology Volume 1 & 2, Sage Publications.
Learning disabilities (LD) range from mild to severe. There are many problems faced with students with learning disabilities but there is one thing that they have in common. Students with learning disabilities appear to have problems but particularly more in one specific area. The commonality of this problem is that students with learning disabilities tend to often struggle in school and are put in to special education classrooms. These students have major issues with falling behind in their school work. There are many reasons as to why they fall behind and that could encompass problems at home, problems with concentration, or both. Reading comprehension appears to be the hardest subject to understand and comprehend for most
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Good reading skills are very important in learning languages. Reading improves spelling because as students learn to sound out letters and words, spelling comes easier. It helps to expand the vocabulary, since the best way to acquire a large vocabulary is to read. Students learn new words as they read and put them in their mind for later use. . They also unconsciously absorb the information about things like how to structure the sentences, how words are used in different contexts, and it gives a better understanding of the word usage and definitions than the cold facts of a dictionary. It improves a person’s vocabulary and knowledge without the person even knowing it. Even if students do not understand every word, they will hear new sounds, words and phrases which they can then try out, copying what they have heard. They can comprehend ideas, follow arguments and detect implications. Reading texts also provide good models for English writing. Krashen (2004) found that reading is extremely important in learning English, since it is the only way to “become a good reader, develop a good writing style, an adequate vocabulary, advanced grammar” and the only way to “become a good speller”.