What types of vocabulary instruction have been proven to positively affect reading

comprehension?

By Jamie Gandy

Reading comprehension is a skill that requires a student to read

words in text while also understanding their meanings.

Studies have shown that word knowledge in 1st grade if a strong

predictor of reading comprehension in the 11th grade.

Vocabulary Tiers

• Tier One: consists of words that are common labels that are widely understood and easily comprehended.

• Tier Two: high utility words that focus more on the abstract or complete ideas. This is the tier that should be the main focus in an educational setting.

• Tier 3: are very specific to particular subject areas and are not high utility.

-Beck

As teachers, we know vocabulary instruction is vital. The problem is

knowing the best practices to follow.

Themes

• Direct and Embedded Instruction

• Extended Instruction

• Incidental Exposure

Direct and Embedded

This type of instruction is specifically planned and is typically associated with teacher selected words and strategies.

Research shows that students make significant gains during direct vocabulary instruction than those who did not receive that instruction.

Extended Instruction

Involves teacher facilitated activities that draw attention toward words and their meanings while interacting with different types of contexts.(usually follows the reading of a story)

Research has shown extended instruction is more beneficial than any other vocabulary instruction.

Incidental Exposure

A way in which children acquire vocabulary knowledge incidentally through conversations, reading, and other classroom activities.

Research shows this is the least effective and is difficult to assess.

Implications

• small amount of current research• teacher education on best practices• controlling and filling gap between students• which words to teach• how much time is spent on instruction

Conclusions

Word learning is definitely a complicated process that deserves attention in the classroom.

It has to be done!

Conclusions

The students need to be given a variety of opportunities to connect words, analyze structure, understand multiple meanings, and discover words in a variety of contexts.

Conclusions

The goal for teachers should be to build independent learning strategies that will reciprocate into reading comprehension.