An effective method for building meaning vocabulary in primary grades.

Abstract

Teaching vocabulary to primary grade children is essential. Previous studies of teaching vocabulary (word meanings) using story books in the primary grades reported gains of 20%-25% of word meanings taught. The present studies concern possible influences on word meaning acquisition during instruction (Study 1) and increasing the percentage and number of word meanings acquired (Study 2). Both studies were conducted in a working-class school with approximately 50% English-language learners. The regular classroom teachers worked with their whole classes in these studies. In Study 1, average gains of 12% of word meanings were obtained using repeated reading. Adding word explanations added a 10% gain for a total gain of 22%. Pretesting had no effect on gains. In Study 2, results showed learning of 41% of word meanings taught. At this rate of learning word meanings taught, it would be possible for children to learn 400 word meanings a year if 1,000 word meanings were taught. The feasibility of teaching vocabulary to primary grade children is discussed.

Indigenous Knowledge Systems and Early Literacy Development: An Analysis of IsiXhosa and IsiZulu Traditional Children’s Folktales and Songs

“…Such an approach is likely to enhance their understanding and use of certain concepts in varying contexts: thus increasing their vocabulary. This finding aligns with the view that vocabulary development is a cognitive process and it supports learners to construct meaning of what they learn (Apthorp 2006;Biemiller et al 2006;Harmon et al 2010). Therefore, this finding suggests that folktales as part of IKS, play a significant role in the cognitive development of young children (Nyota et al 2008).…”

Speaking Out for Language

“…Therefore this is not a critique of the report per se; rather, it is a further development of our rationale for why language, in contrast to other predictors, becomes increasingly important with age. The prominence of language in later reading and the fact that early language learning abets more later language learning (reviewed by Dickinson & Freiberg, 2009;Penno, Wilkinson, & Moore, 2002) means that, for children at risk of educational failure, early and intensive language support is critical (Biemiller, 2006;Biemiller & Boote, 2006). Thus intervention studies that target language and background knowledge can be effective in creating the backdrop for literacy even though they may be more difficult to conduct and relatively fewer in number than interventions on code-related abilities.…”

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

“…There is empirical evidence that demonstrates a correlational relation between facets of phonological processing and word recognition including: phonological awareness (Bradley and Bryant 1983;Goswami and Bryant 1990;Share 1995;Swanson et al 2003;Wagner et al 1994), phonological decoding (Rastle and Coltheart 1998;Rey et al 2000;Swanson et al 2003), and rapid automatized naming (Kirby et al 2003;Manis et al 2000;Swanson et al 2003). Vocabulary development has also been linked with word recognition skill (Biemiller 2007;Biemiller and Boote 2006;Chiappe et al 2004;Nation 2009;National Reading Panel 2000;Ouellette and Beers 2010;Perfetti 2007).…”