Vocabulary Instruction in Fifth Grade and Beyond

Ford‐Connors, Evelyn; Paratore, Jeanne R.

doi:10.3102/0034654314540943

Cited by 81 publications

(20 citation statements)

References 63 publications

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“…Although there is strong evidence to substantiate the first part of this argument-that vocabulary instruction supports vocabulary learning (e.g., Biemiller & Boote, 2006;Ford-Connors & Paratore, 2015;Marulis & Neuman, 2010)-less is known about the impact of vocabulary instruction on students' reading comprehension. Therefore, this article examines vocabulary interventions that seek to impact text comprehension.…”

Section: University Of Michigan Ann Arbor Usamentioning

confidence: 99%

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Wright

Cervetti

2016

Reading Research Quarterly

175

136

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Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or more generalized comprehension measures) and (b) type of intervention (i.e., direct teaching of word meanings or word‐learning strategies). The authors looked for patterns in characteristics of vocabulary instruction within these analyses. Their findings led to four major themes: (1) Teaching of word meanings supported comprehension of text containing the target words in almost all cases; (2) instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing the target words, but we do not know how much instruction is sufficient; (3) there is very limited evidence that direct teaching of word meanings, even long‐term, multifaceted interventions of large numbers of words, can improve generalized comprehension; and (4) there is currently no empirical evidence that instruction in one or two strategies for solving word meanings will impact generalized comprehension. However, studies that actively teach students to monitor their understanding of vocabulary and to use multiple, flexible strategies for solving word meanings are a promising area for future research. The authors discuss the implications of these themes, as well as critical avenues for future vocabulary research.

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Section: University Of Michigan Ann Arbor Usamentioning

confidence: 99%

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Wright

Cervetti

2016

Reading Research Quarterly

175

136

View full text Add to dashboard Cite

show abstract

“…Vocabulary can contribute to reading comprehension through multiple avenues. First, larger vocabularies enable readers to access richer semantic resources to activate relevant background knowledge and integrate new information with existing knowledge, which leads to better comprehension [6]. Second, vocabulary has been found to predict the acquisition of critical aspects of metalinguistic awareness.…”

Section: Introductionmentioning

confidence: 99%

“…Vocabulary size is also predictive of morphological awareness (i.e., understanding of principles that guide the way morphemes are combined to form words) [8,9], which in turn will contribute to expansion of vocabulary [10,11]. Finally, just as the relationship between vocabulary and morphological awareness is reciprocal [12], so is the relationship between vocabulary and reading: Learners with large vocabulary repertoires tend to read more often, which contributes to the expansion of their vocabulary [6,13]. Therefore, initial gaps in word knowledge may grow exponentially if no intervention is provided.…”

Section: Introductionmentioning

confidence: 99%

“…Many older students struggle with vocabulary; in the US, results from the 2014 National Assessment of Educational Progress (NAEP) found that only 36% of eighth graders read at a basic level, with vocabulary cited as one of the primary barriers to reading comprehension [19]. To counteract this, research suggests that middleand high-school students be provided with multifaceted instruction on the use of context clues and morphology, as well as opportunities for active use of new words [6].…”

Section: Introductionmentioning

confidence: 99%

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Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Moody

Kuo

et al. 2018

Education Sciences

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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“…Ford-Connors and Paratore (2015) conducted a review of research literature on vocabulary instruction, including productive use of discussion for learning. Based on this review, they identified characteristics of discussion that make them particularly useful for student learning.…”

Section: Other Practicesmentioning

confidence: 99%

Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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Vocabulary Instruction in Fifth Grade and Beyond

Cited by 81 publications

References 63 publications

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Specialized Instruction in Co-Taught High School Classes

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