Salient Findings in Research and Implications for Instruction Complied by Rebecca Gerardi, Literacy Coordinator FCS

Consider the following sentence: Thus it is chiefly through the instrumentality of intelligence and truth that the school and the college may affect the powers of desire, will, and love in the youth, and help him gain control of his tendential dynamism. From Education at the Crossroads by Jacques Maritain (1943, 1971)

Vocabulary Research  Reading research found a strong correlational link between vocabulary knowledge and reading comprehension.  There was still little known about what type of cause and effect relationships might underlie this correlation.  Four hypotheses were formed: instrumentalist, aptitude,knowledge and access.

What the research says:  Rich vocabulary instruction has a positive effect on comprehension.  Vocabulary instructional methods involving several techniques are more effective than a single technique.  Vocabulary instruction has a significant effect on the comprehension of passages containing taught words.  Vocabulary instruction has a significant effect on comprehension of passages not necessarily containing taught words.

What the research says:  Vocabulary instruction that required deeper processing produces higher comprehension. In order to affect comprehension, more than a couple of exposures to taught words are needed, more than one type of information about words is needed and deeper processing is called for.  Students who were challenged to extend their vocabulary learning beyond the classroom showed advantage in comprehension.  Students need a higher number of exposures to vocabulary in rich instructional conditions to affect comprehension.

 The amount of practice given in learning the words.  The breadth of training in the use of the words.  The degree to which active processing is encouraged.  Whether or not a method gives the student examples of each word to be learned in context.  The types of activities that are required to learn the word.  The amount of time allocated to vocabulary instruction.  Whether lessons were given to groups or individuals. Factors related to the success of vocabulary instructional methods:

Limitations and Questions 1. The studies did not classify the types of words taught. (only by difficulty) 2. Knowledge about how to effectively teach vocabulary is accumulating, what to teach remains elusive. 3. What is the best method of delivery for vocabulary instruction, and in which context? 4. What is the best way to measure the effectiveness of vocabulary instruction?

Instructional Implications  Provide vocabulary instruction that includes both definitional and contextual information about the words, multiple exposures in context and activities that require deep processing.  On selecting words for study: 1. Focus on words that are partially learned. 2. Select words by frequency. 3. High utility words. (tier 2)

A Frame for Introducing Words taken from Stahl and Fairbank’s recommendations What the text says…. How can I say it another way? My example…What does it mean to me?

Instructional Techniques for Vocabulary Instruction Through the Lens of Authentic Pedagogy Instructional Technique Construction of Knowledge Disciplined Inquiry Value Beyond School Word Webs – make a schematic diagram of alternatives for specific words. Organization of information Disciplinary content Words in Context- help students understand how contexts affects the meaning of words. High order thinking Substantive conversation Word Sorting- students form hypotheses about the properties of written words. AnalysisSubstantive conversation Intentional Conversation During Read Aloud- draw attention to the meanings of words before, during and after reading to students. High order thinking Substantive conversation Framework for Introducing Words- graphic organizer with four components that presents contextual, definitional information, and deep processing High order thinking Deep knowledge Problem connected to the world beyond.

Bibliography Katherine A. Dougherty Stahl and Michael C. McKenna (2006) Reading Research at Work: Foundations of Effective Practice Irene C. Fountas and Gay Su Pinnel (2006) Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading, K-8