Teaching Meaning Vocabulary: Productive Approaches for Poor Readers

Stahl, Steven A.; Shiel, Theresa

doi:10.1080/0748763920080206

Cited by 22 publications

(23 citation statements)

References 18 publications

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“…Specifically, after only receiving 18 minutes of instruction (two minutes of instruction per word) across three consecutive days, both groups were able to receptively identify a minimum of seven words, define a minimum of four words, and provide the label for a minimum of two words at posttesting. These findings are exciting because 300–400 words should be taught a year (McKeown et al, 1985; Stahl & Shiel, 1999) and similar gains as seen in this study required between 360–1,080 minutes of adult provided instruction (Lubliner & Smentana, 2005; Nash & Snowling, 2006; Nelson & Stage; Twyman, McCleery & Tinda, 2006). Some researchers might argue that students in the current study only acquired rudimentary knowledge of the words (Nagy & Anderson, 1984).…”

Section: Discussionsupporting

confidence: 68%

“…For example, “The man bought food with ru bies .” Written text corresponding to the spoken word was provided for each of the above three activities. After each activity, the student was given time to mentally generate an answer after which the correct the answer and an explanation were provided (Juel & Deffes, 2004: Stahl & Shiel, 1999). …”

Section: Methodsmentioning

confidence: 99%

“…As a result students can be exposed to large quantities of words over the course of a school year. Stahl and Shiel (1999) advocated for the direct instruction of 300–400 new word meanings a year in order to improve students’ lexicons. Third, the content of podcasts and vodcasts can be structured to allow for multiple exposures to a new word.…”

mentioning

confidence: 99%

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Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

Lowman

2014

Computers in the Schools

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The study investigated the impact of podcasts and vodcasts accessed through an iPod on fourth- and sixth-grade students’ vocabulary acquisition. Students were randomly assigned to either a podcast group or a vodcast group. Regardless of group assignment, each student completed three six-minute podcasts or vodcasts a day for three days. On average, students learned four out of nine words taught regardless of group assignment. The vodcast group learned significantly more words compared to the podcast group at the receptive level and at the expressive level. Student comments indicated that iPods should be used to teach and to review words.

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Section: Discussionsupporting

confidence: 68%

Section: Methodsmentioning

confidence: 99%

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Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

Lowman

2014

Computers in the Schools

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“…Documenting these different types of talk can provide important insight for potentially guiding teacher preparation program curriculum intended to support teachers' use of im-pactful classroom talk. Our research provides unique evidence to categorize teacher talk to promote students' interest and attention to words (Stahl & Shiel, 1999). Teacher preparation programs should prioritize explicit instruction on language use to promote word consciousness, as this study shows that the majority of teachers were not frequently engaging in talk that was associated with student gains in standardized vocabulary scores.…”

Section: Discussionmentioning

confidence: 83%

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Neugebauer¹,

Gámez²,

Coyne³

et al. 2017

The Elementary School Journal

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A proposed avenue for increasing students' vocabulary knowledge and reading comprehension is instruction that promotes students' enthusiasm and attention to words, referred to as word consciousness. This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word learners and whether this type of talk is associated with student gains in general vocabulary knowledge. Using videotaped classroom (N p 27) observations, this study found evidence of word consciousness talk, with variability of use across classrooms. Multilevel modeling revealed that this kind of teacher talk-operationalized as reinforcing students' use of words, affirming students' recognition of word meanings, and helping students make personal connections to words-was positively associated with student gains in general vocabulary knowledge at the end of kindergarten. Findings from this study can provide guidance for teachers seeking strategies to increase students' general vocabulary knowledge, beyond words taught.

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“…A growing body of research indicates that learners' morphological development can be productively enhanced through direct instruction of the relationships between root forms and their affixed family members. This morphological awareness raising through word analysis techniques appears to be effective for all groups of learners, including L1 Children (Cunningham 1998;Stahl and Shiel 1992), L2 children (Carlo et al 2004), and L2 adults (Mirhassani and Toosi 2000).…”

Section: Developmental and Language Background Issuesmentioning

confidence: 99%

Validating the Construct of Word in Applied Corpus-based Vocabulary Research: A Critical Survey

Gardner

2007

Applied Linguistics

120

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Corpus-based vocabulary research has had a profound impact on English language education, and there is abundant evidence that this will remain the case for the foreseeable future. Perhaps the greatest challenge of such research is the determination of what constitutes a Word for counting and analysis purposes. Decisions in this regard have important ramifications not only for the lexical findings themselves, but also for the pedagogical theories and practices that derive from them. This article surveys several fields of study in order to discuss this dilemma, with a particular focus on three problematic areas relating to computer-processed corpora: (a) morphological relationships between words, (b) homonymy and polysemy, and (c) multiword items. The article concludes with recommendations for assessing the validity of the Word construct in applied corpus-based vocabulary research. WORD IN APPLIED CORPUS-BASED VOCABULARY RESEARCH

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Teaching Meaning Vocabulary: Productive Approaches for Poor Readers

Cited by 22 publications

References 18 publications

Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Validating the Construct of Word in Applied Corpus-based Vocabulary Research: A Critical Survey

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