approaches to meeting needs for vocabulary development … · approaches to meeting needs for...

Dr Marysia Nash June 2011Dr Marysia Nash June 2011 11

Fitting the bill?Fitting the bill?

Approaches to meeting needs for vocabulary Approaches to meeting needs for vocabulary

development in secondary schoolsdevelopment in secondary schools

Dr Marysia NashDr Marysia Nash

Clinical Lead, Language and Literacy Clinical Lead, Language and Literacy

NHS Lothian, Edinburgh.NHS Lothian, Edinburgh.


Fitting the billFitting the bill

�� be what is needed or be good enough for be what is needed or be good enough for

what is requiredwhat is required

–– For whatFor what……..vocabulary development..vocabulary development

–– For whomFor whom …………

�� The student with SLCN The student with SLCN

�� The SLT The SLT

�� The schoolThe school


Fitting the bill for vocabularyFitting the bill for vocabulary

developmentdevelopment

�� Extensive acquisition required Extensive acquisition required

�� Word learning is complex Word learning is complex

�� Learning demands vary with context Learning demands vary with context

�� Learner characteristicsLearner characteristics affect learning affect learning �� SLCNSLCN


Learning demands vary with contextLearning demands vary with context

SemanticsPhonological form

•Phonology and semantics highlighted•Semantics explicit


Learning demandsLearning demands

Phonological formSemantics

•Phonology not highlighted•Semantics explicit but not highlighted


Learning demandsLearning demands

Phonological form Semantics

•Phonology and semantics NOT highlighted•Partial meaning must be deduced from context


Learners with SLCN and vocabularyLearners with SLCN and vocabulary

Within learner characteristics

Slower /less efficient vocabulary acquisition

Inadequate vocabulary/language knowledge

written and orallanguage

Intervention


The learner The learner

Microsoft clip art Microsoft clip art


The SLT and vocabulary developmentThe SLT and vocabulary development

In contextLends itself to collaboration

Impact on learners and school

(reason based practice)


curriculum relevant

classroomappropriate

addresses priority areas

Vocabulary development in the schoolVocabulary development in the school

Meets a variety of needs


Classroom appropriate to meet varied needs

SLCN

ASD

bilingual learners

ADHD

Literacy

Microsoft clip art


Curriculum relevant and priority areasCurriculum relevant and priority areas

�� Developing and Developing and

reinforcing young reinforcing young

people's people's literacy literacy

skills is the skills is the

responsibility of all responsibility of all

across the across the

curriculum curriculum


What we need to fit the billWhat we need to fit the bill

�� Reason based practice Reason based practice

–– Supports extent of acquisition demandsSupports extent of acquisition demands

–– SupportsSupports vocabulary development from different vocabulary development from different contextscontexts

�� Takes account of inefficient acquisitionTakes account of inefficient acquisition–– Supports a variety of needsSupports a variety of needs

�� Is in context and promotes inclusionIs in context and promotes inclusion–– Collaborative Collaborative

–– Curriculum and classroom relevantCurriculum and classroom relevant

–– Addresses educational priorities and impacts across the Addresses educational priorities and impacts across the school school


��A tall orderA tall order

�� a formidable task or requirementa formidable task or requirement


A comprehensive approach to fit the bill A comprehensive approach to fit the bill Graves 2000Graves 2000

�� Explicit teaching Explicit teaching

�� Independent word learningIndependent word learning

��Word consciousness Word consciousness

��Wide readingWide reading


Explicit teaching Explicit teaching

Robust instruction(Beck et al 2002,2008)(Beck et al 2002,2008)

�� Text or task lead Text or task lead

�� Principled word choice Principled word choice

–– Mature lexicon (Tier 2) Mature lexicon (Tier 2)

–– MileageMileage

�� Student friendly definitionsStudent friendly definitions

�� Active engagementActive engagement

�� Multiple encounters Multiple encounters


Robust instruction, RME and Hotel Robust instruction, RME and Hotel

RwandaRwanda

Writing a letter to Paul Writing a letter to Paul

� sorry for his distress

� admire his compassion

� inspired by his courage

� his schemes were ingenious

� relieved he succeeded


Some initial robust instruction Some initial robust instruction

�� CourageCourage is what is what people need when people need when they decide to do they decide to do something difficult something difficult or dangerous, even or dangerous, even though they may though they may be afraid.be afraid.

�� Collins CoBuild Advanced Collins CoBuild Advanced Learners Dictionary Learners Dictionary

�� Who would need Who would need

courage?courage?

–– A boy diving into a pool for A boy diving into a pool for

the first timethe first time

–– A firemanA fireman

–– A person waiting at the bus A person waiting at the bus

stopstop

�� Personal dictionary Personal dictionary


Explicit (robust) vocabulary instruction

Potential to addressphonological ‘limitations’

CollaborativeClassroom and curriculum

friendly (but pace)

Addresses semantic ‘limitations’

ContextualisedPromotes inclusion


Independent word learningIndependent word learning

��Deconstructing Deconstructing

words to deduce words to deduce

meaning meaning

�� PrefixesPrefixes

�� Suffixes Suffixes

�� Root wordsRoot words

�� Baumann et al Baumann et al

(2003)(2003)

�� LublinerLubliner (2005)(2005)

��Using context to Using context to

deduce word deduce word

meaningmeaning

–– specific context specific context

clues (synonym, clues (synonym,

exemplar etc) exemplar etc) Baumann et al (2003)Baumann et al (2003)

–– general context general context

clues clues


Word parts; scope for developmentWord parts; scope for development

•Many high school students are unaware

that decomposing words into their parts can

help with their meaning and often students

do not know the meanings of common

word parts……….. Sternberg and Powell 1983

•20 prefixes account for 97% of prefixed

words (ex those with non English roots)…White 1989


Independent word learning and the Independent word learning and the

prefix kitprefix kit

�� A A BIGBIG laminatedlaminated posterposter

�� A laminated list of the 20 most A laminated list of the 20 most common prefixes and their common prefixes and their meaningsmeanings

�� An advice sheetAn advice sheet

�� PowerPoint lessons for 20 PowerPoint lessons for 20 common prefixescommon prefixes


Independent word learning using prefixes in Independent word learning using prefixes in

HistoryHistory

��Weimer politics Weimer politics were unstable and were unstable and led to discontent led to discontent among the people among the people who seldom got who seldom got what they voted what they voted for.for.

�� p19p19

��unstable unstable

��UnUn

��Not stableNot stable

��Not going to Not going to stay the samestay the same

��DiscontentDiscontent

��DisDis

��Not contentNot content


Whole school work on context Whole school work on context

planned planned

�� General General

––When the king died his heart was When the king died his heart was placedplaced

inin a a silversilver casket

�� Specific Specific

–– Successful agriculture is often only Successful agriculture is often only

possible using possible using irrigationirrigation or or water water

transfertransfer from other areasfrom other areas


Independent word learning

Generalisable strategy.Supports learning from different contexts .

Helps address the

magnitude of the task

CollaborativeClassroom and curriculum

friendly

Addresses semantic ‘limitations’May support

phonological ‘limitations’

ContextualisedPromotes inclusion

Microsoft clip art


Word consciousnessWord consciousness

�� Collaborative with Collaborative with English deptEnglish dept

�� Weekly Tier 2 word Weekly Tier 2 word –– User friendly definitionUser friendly definition

–– Example of useExample of use

�� Displayed Displayed –– in the concoursein the concourse

–– in every classin every class

�� Understanding and Understanding and use promoteduse promoted

�� Evaluated Evaluated for for opinion and impact opinion and impact

••Awareness of and Awareness of and

••interest in words interest in words

••Intrinsic motivation Intrinsic motivation

to learnto learn

One example …..


Word consciousness

Interacts with theother approaches

Potential to addressphonological ‘limitations’

Helps address school priority areas

Addresses semantic ‘limitations’


Thank you very muchThank you very much

�� [email protected]@luht.scot.nhs.uk

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