Nine Things Every Teacher Should Know About Words and Vocabulary Instruction

Abstract

Vocabulary knowledge contributes to comprehension, fluency, and student achievement. The goal of vocabulary instruction should be to build students' independent word‐learning strategies. This article provides research and theory in support of nine key ideas about words and vocabulary instruction. These ideas are important for middle and secondary teachers to know and understand in order to provide sound vocabulary teaching across the content areas. Topics discussed include The English language and the consistency of its rules How language competence grows from oral to written How words are learned Multiple meanings Multisyllabic words The importance of teachers' modeling word consciousness and their own excitement about learning new words For each key idea, the author provides several practical suggestions for classroom instruction, including strategies for individuals, small groups, and the whole class. Several websites for developing vocabulary as well as professional resources for teachers are suggested. This article is also the source for a Class Acts podcast. Download “Teaching vocabulary in middle and high school” from http://www.reading.org/resources/podcasts/index.html

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

“…However, a review of the literature suggests supporting GOs with effective strategy models and word-learning behaviors. For instance, Bromley (2007) points out that combining multiple-strategies in vocabulary instruction fosters students' word awareness by developing a rich and deep understanding of its meanings and by making meaningful leaps in developing vocabulary knowledge.…”

Adapting Board Games to Stimulate Motivation in Vocabulary Learning in Six Year Old Learners - A Case Study

“…Similarly, as Rubin and Thomson (1994) exemplify, acquiring a large amount of words in the foreign language helps learners not only to understand what they read or hear but also to express themselves fluently and accurately. In addition, according to Bromley (2007), a considerable amount of word knowledge helps students not only to become more confident in using the target language but also to communicate in a more effective and precise manner since words act as a tool for "analyzing, inferring, evaluating and reasoning" (p.528). Uberman (1998) claims that vocabulary learning is a tedious and strenuous task especially if it is delivered through rote and mechanical strategies.…”

“…Using board games can develop domains of words and relatedness, since they enable students to practice and rehearse these words, as mentioned above (Graves et al, 2013). As Bromley (2007) points out, when vocabulary is presented in a game-like context students can "explore pronunciations, visual display and meanings simultaneously" (p.528). The ease of devising ready-made board games helps teachers to adjust anything they want to teach, which in this particular case is vocabulary, in a playful context which enables students to practise and consolidate the new words better.…”

Strategies Used by Saudi EFL Students to Determine the Meaning of English Words

“…According to Bromley (2007), teaching vocabulary well is a key aspect of developing engaged and successful readers. For Greene and Lynch-Brown (2002), the more children participate in rich oral and reading vocabulary experiences, the greater their vocabulary knowledge and reading comprehension.…”

“…The use of a suitable strategy or strategies of word learning has a great positive effect on putting the new words into use (Nash and Snowling, 2006). Teaching vocabulary well is a key aspect of developing engaged and successful readers (Bromley, 2007). The more children participate in rich oral and reading vocabulary experiences, the greater their vocabulary knowledge and reading comprehension (Lynch-Brown, 2002).…”