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Vocabulary refers to the words we must know to communicate effectively. In school terms, it can be described as oral vocabulary or reading vocabulary. This section provides information about effective vocabulary instruction, the relationship between vocabulary and comprehension, and practical ways that parents can introduce new, exciting words to their children.
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By: Reading Rockets (2009)
By: Rebecca Silverman (2009)
The principles of a multidimensional vocabulary program hold promise for supporting the vocabulary development of all students, especially English language learners. Eight characteristics of a multidimensional approach are described. The first is the introduction of new words through engaging children's literature.
By: Rebecca Silverman and Sara Hines (2009)
A recent research study shows that using multimedia video in conjunction with traditional read aloud methods may improve the vocabulary growth of English language learners. An example of how to implement multimedia during classroom read-alouds is described.
By: Susan M. Ebbers (2008)
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
By: E. Sutton Flynt and William G. Brozo (2008)
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research, and offers some practical suggestions for teachers.
By: Regina Boulware-Gooden, Suzanne Carreker, Ann Thornhill, and R. Malatesha Joshi (2007)
The use of metacognitive strategies helps students to "think about their thinking" before, during, and after they read.
By: U.S. Department of Education (2007)
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
By: U.S. Department of Education (2007)
Most scholars believe that instruction in academic English — done early, consistently, and simultaneously across content areas — can make a difference in English learners’ ability to understand the core curriculum.
By: Newspaper Association of America Foundation (2007)
Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.
By: Colorín Colorado (2007)
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.
By: Colorín Colorado (2007)
Social English, or the language of conversation, may develop very quickly, but mastering academic English, the language of school, can take years. Use these tips to lead students toward full language proficiency.
By: Colorín Colorado (2007)
Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student's ability to learn new words.
By: Reading Rockets (2007)
By: Linda Diamond and Linda Gutlohn (2006)
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
By: Louisa Moats (2006)
Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
By: Beth Antunez (2002)
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.
By: Isabel Beck, Margaret McKeown, and Linda Kucan (2002)
By: Partnership for Reading (2001)
This article provides examples of classroom instructional techniques as well as specific activities for helping students build their vocabularies.
By: Partnership for Reading (2001)
The scientific research on vocabulary instruction reveals that 1) most vocabulary is learned indirectly, and 2) some vocabulary must be taught directly.
By: Partnership for Reading (2001)
This article answers four common questions teachers have about vocabulary instruction, including what words to teach and how well students should know vocabulary words.
- For older articles, see the Vocabulary Archives >
