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Students need to be explicitly taught methods for intentional vocabulary learning. According to Michael Graves (2000), effective intentional vocabulary instruction includes: The amount of reading is important to long-term vocabulary development (Cunningham and Stanovich, 1998). Extensive reading provides students with repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts (Kamil and Hiebert, 2005). Most students acquire vocabulary incidentally through indirect exposure to words at home and at school-by listening and talking, by listening to books read aloud to them, and by reading widely on their own.

How do we close the gap for students who have limited or inadequate vocabularies? The National Reading Panel (2000) concluded that there is no single research-based method for developing vocabulary and closing the gap. From its analysis, the panel recommended using a variety of indirect (incidental) and direct (intentional) methods of vocabulary instruction. Incidental and Intentional Vocabulary Learning

The report of the National Reading Panel states that the complex process of comprehension is critical to the development of children’s reading skills and cannot be understood without a clear understanding of the role that vocabulary development and instruction play in understanding what is read (NRP, 2000).Ĭhall’s classic 1990 study showed that students with low vocabulary development were able to maintain their overall reading test scores at expected levels through grade four, but their mean scores for word recognition and word meaning began to slip as words became more abstract, technical, and literary. Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had fallen to almost three years below grade level, and mean reading comprehension was almost a year below. Jeanne Chall coined the term “the fourth-grade slump” to describe this pattern in developing readers (Chall, Jacobs, and Baldwin, 1990). Students with low vocabulary scores tend to have low comprehension and students with satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores. How Vocabulary Affects Reading Developmentįrom the research, we know that vocabulary supports reading development and increases comprehension.

Second language-English language learnersĬhildren who have been encouraged by their parents to ask questions and to learn about things and ideas come to school with oral vocabularies many times larger than children from disadvantaged homes. Without intervention this gap grows ever larger as students proceed through school (Hart and Risley, 1995).

Speaking/vocabulary not encouraged at home.

Why do some students have a limited, inadequate vocabulary compared to most of their classmates?

Early development of word consciousness.

Language rich home with lots of verbal stimulation.

Why do some students have a richer, fuller vocabulary than some of their classmates? Vocabulary knowledge varies greatly among learners. The word knowledge gap between groups of children begins before they enter school. We know that young children acquire vocabulary indirectly, first by listening when others speak or read to them, and then by using words to talk to others. As children begin to read and write, they acquire more words through understanding what they are reading and then incorporate those words into their speaking and writing. Teaching words and vocabulary-learning strategies with Read Naturally programs Key Concepts Differences in Early Vocabulary Development

Student's Guide to Read Naturally Live-EspañolĪccording to Steven Stahl (2005), “Vocabulary knowledge is knowledge the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” We continue to develop vocabulary throughout our lives. Words are powerful. Words open up possibilities, and of course, that’s what we want for all of our students.

Student's Guide to One Minute Reader Live.