Transcript Revitalizing Vocabulary: Using Vocabulary Strategies

Revitalizing Vocabulary:
Using Vocabulary Strategies To Aid
Student Comprehension
How Children Learn to Read
Stages of Reading Development
•Pre-reading; pre-alphabetic (0)
•Initial reading or alphabetic decoding (1)
-Early phonetic
-Later phonetic
•Confirmation and fluency (2)
•Reading to learn (3)
Pre-Alphabetic (0)
• Children try to remember some words
by visual characteristic (yellow,
elephant)
• Children treat words as pictograms and
make a direct association to meaning.
(crest = toothpaste)
• Children think the length of a word is
equivalent to meaning. (snake is longer
than caterpillar)
snake
caterpillar
Decoding: Early Phonetic (1)
• Identify first consonant in work; need to
learn to segment all sounds
• Rely on letter names to get the sounds,
especially for spelling; need to learn
sounds and letter names, and the
difference. (WEL = will, CLOK = clock)
• Confuse similar words (horse and house);
need to decode the whole word, left to
right, with sound-symbol links.
VS.
Decoding: Late Phonetic (1)
• Can sound out regular one-syllable
words; can increase speed of whole word
recognition once decoding is accurate
• Phoneme (smallest unit of sound in a
language) awareness is well established.
• Phonetic spelling is a fine art.
Confirmation and Fluency (2)
• Can read more easily, attending to
meaning. Need to increase speed to
about 120 w.p.m. by end of third grade.
• Print chunks, such as –ing, -est, high
frequency words, and syllable patterns
are recognized automatically.
• Need to read widely. Series books are a
good fit. Emphasis on daily reading very
important.
Reading to Learn (3)
• Build vocabulary, several thousand
words per year.
• Teach advanced word decoding.
• Emphasize varied texts, especially
expository (nonfiction) texts.
• Preview and guide silent and prepared
choral reading.
Students in third grade
need to be at this stage. If
behind in third grade highly
likely to remain behind.
Components of Reading
Instruction
(from Put Reading First)
• Phoneme awareness and letter
knowledge
• Phonics, decoding, spelling, word
recognition
• Fluency
• Vocabulary
• Comprehension of text
Listening and Reading
• Students’ vocabulary first develops
through oral exposure to text.
• Before middle grades, students can
read many fewer words than they
comprehend through listening. This
remains true at the middle grades for
at-risk students especially.
How Many Words Do
Students Know?
•Students need to learn 2,000 to 3,000
new words each year from 3rd grade
onward, about 6-8 per day.
•Students who are behind in first
grade have difficulty making up the
gap.
Biemiller (1999).
How Many Words Do
Students Know? (cont.)
Impact of Language Exposure on Vocabulary Levels
Actual Differences in Quantity
of Words Heard
In a typical hour, the average
child would hear:
Welfare: 615 words
Working Class: 1,251 words
Professional: 2,153 words
Actual Differences in Quality
of Words Heard
In a typical hour, the average
child would hear:
Welfare: 5 affirmations,
11 prohibitions
Working Class: 12 affirmations,
7 prohibitions
Professional: 32 affirmations,
5 prohibitions
Where Do We Learn
Words?
•Even children’s books have more varied and
unusual words than prime time TV or
children’s TV.
•Rarity and variety of words in children’s
books is greater than that in adult
conversation.
•Adult reading matter contains words 2-3
times rarer than those hear on TV.
Hayes & Ahrens (1998)
Where Do We Learn Words? (cont.)
Reading Volume and Vocabulary Growth
Ranch of Median Word*
Rare Words per 1,000
Printed Texts
Newspapers
Adult books
Children’s books
Comic books
1690
1058
867
627
68.3
52.7
53.2
30.9
Television
Prime-time adult shows
Prime-time children’s shows
Cartoons
Mr. Rogers & Sesame Street
490
543
598
413
22.7
20.2
30.8
2.0
Adult Speech
Expert testimony
College graduate conversation
1008
496
28.4
17.3
*A rank of 10,000 or higher is considered infrequent, or
rare. Ex: The word amplified has a rank of 16,000.
Source: Adapted from “Vocabulary Simplification for
Children: A Special Case of ‘Motherese’?” (1988) by D. P.
Hayes and M.G. Ahrens in Journal of Child Language, Vol.
15, No. 2.
How We Know Words
How We Know Words
(Stage: Decoding)
By reading:
• At the right level of difficulty,
• In sufficient amounts, and
• With sufficient motivation to pursue
understanding.
2
READING
How We Know Words
(Stage: Confirmation &
Fluency)
• Through exposure to multiple
examples in context, spoken and
written.
• Through explicit instruction:
– Constructing definitions and using
personal language
– Analyzing word structure
– Exploring word relationships
How We Know Words
(Stage: Reading To Learn)
By becoming conscious (acquiring
decontextualized knowledge):
•
of the word’s sound and morphemes
•
of the word’s original form
•
of the word’s usage and multiple
meanings
The text is an easy read.
Please text me by 5:00 p.m.
What Reading Does for the
Mind
• The amount children read predicts
vocabulary and reading comprehension in
high school.
• Reading volume contributes to verbal
intelligence (word definitions,
background knowledge, fluency,
spelling).
Stanovich, K. E., West, R. F., Cunningham, A. E., Cipielewski, J., & Siddiqui, S. (1996)
Do Students Read?
• The average 5th grader reads less than
five minutes per day outside of school.
• 5th graders at the 80th percentile read
over twenty times as many words as
students reading at the 20th percentile,
who read less than one minute outside
of school each day.
Biemiller (1999), Language and Reading Success
Middle Grades Symptoms
• Struggling students continue to be slow
readers.
• Vocabulary often does not grow at
expected rate.
• Spelling phonetically and misspelled
words continues.
• Complex sentences and inference
information are problematic.
• Writing is sparse and disorganized.
Final Thoughts
Literacy development is an ongoing
process, and it requires just as much
attention for adolescent learner as for
beginning readers. In today’s word,
literacy demands are expanding, and
they include more reading and writing
tasks than at any other time in
history.
Adolescents need high levels of literacy to
understand vast amounts of information available to
them. Adequate comprehension depends on the reader
already knowing 90-95% of the words in a text.
Resources
Biemiller, A. 2005, Size and sequence in vocabulary development: Implications
for choosing words for primary grade vocabulary instruction. In A. Hiebert. &
M. Kamil, (Eds.), Teaching and Learning Vocabulary: Bringing Research to
Practice Mahwah, NJ: Earlbaum.
Andrew Biemiller, A. 1999, Brookline Books, The Living Word Vocabulary
Hayes & Ahrens. 1988, cited in Cunningham & Stanovich, 1998, What Reading
Does for the Mind, American Educator.
Language and Reading Success, a title in From Reading Research to Practice: A
Series for Teachers, Brookline Books, 1999.
Nagy, W. E. and Scott, J. A. (2000). Vocabulary Processes. In M. L. Kamil, P.
Mosenthal, P. D. Pearson, R. Barr (Eds.) Handbook of Reading Research. (Vol.
III. Pp. 269-284). Mahwan, NJ: Earlbaum.
N. C. Teacher Academy, 2007, The Focus on Early Literacy.
Stanovich, K. E., West, R. F., Cunningham, A. E., Cipielewski, J., & Siddiqui, S.
1996, The role of inadequate print exposure as a determinant of reading
comprehension problems. In C. Cornoldi & J. Oakhill (Eds.), Reading
comprehension disabilities: processes and intervention . Mahwah, NJ: Erlbaum.