A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

Abstract

Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.

Scaffolding Constructivism and Reciprocal Instruction (CAR): A Multi-instruction to Improve Elementary Students' Comprehension Skills

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Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method

“…Riswanto et al (2014) pointed out that this framework develops students' interest in new vocabulary by enabling them to brainstorm ideas and form inferences by setting learning goals and activating appropriate background knowledge. It also enables students to set goals by determining what they want to learn and to design their own questions to monitor understanding (Woolley, 2012). When using this strategy during the teaching-learning process students must fill out a table named the KWL table.…”

An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

“…In recent studies, vocabulary has been given special importance with reference to reading ability. According to Woolley (2010), learners cannot comprehend a given passage because they don't have sufficient vocabulary. Wallace (2008) also concluded that learners found difficulty in reading because of their poor vocabulary.…”