Vocabulary: Part 3: Background Information

Vocabulary refers to the words we must know to communicate effectively.

There are four types of vocabulary:
• listening vocabulary—the words we need to know to understand what we hear.
• speaking vocabulary—the words we use when we speak.
• reading vocabulary—the words we need to know to understand what we read.
• writing vocabulary—the words we use in writing.
Speaking and listening vocabularies are oral. Reading and writing vocabularies are written. In addition, vocabulary used in speaking or writing is productive. With productive vocabulary, the child must feel comfortable enough with words to use them. Vocabulary used in reading or listening is receptive. With receptive vocabulary, the child must just recognize the word and have at least an idea of what it means. A child must have more confidence in his/her understanding of words to use them as productive vocabulary.

Vocabulary plays an important part in learning to read. As beginning readers, children use the words they know to make sense of the words they see in print. Consider, for example, what happens when a beginning reader comes to the word “dig” in a book. As s/he begins to figure out the sounds represented by the letters d, i, g, the reader recognizes that the sounds make up a very familiar word that s/he has heard and said many times. Beginning readers have a much more difficult time reading words that are not already part of their oral vocabularies.

Vocabulary also is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabularies.

What does scientifically-based research tell us about vocabulary instruction?

The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, but (2) some vocabulary must be taught directly. The following conclusions about indirect vocabulary learning and direct vocabulary instruction are of particular interest and value to classroom teachers:

1. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language.

2. Children learn word meanings indirectly in three ways:
a. They engage daily in oral language. Young children learn word meanings through conversations with other people, especially adults. As they engage in these conversations, children often hear adults repeat words several times. They also may hear adults use new and interesting words. The more oral language experiences children have, the more word meanings they learn.
b. They learn word meanings from listening to adults read to them. Reading aloud is particularly helpful when the reader pauses during reading to define an unfamiliar word and, after reading, engages the child in a conversation about the book. Conversations about books help children to learn new words and concepts and to relate them to their prior knowledge and experiences.
c. They learn many new words by reading extensively on their own. The more children read independently, the more words they encounter and the more word meanings they learn.

Why Teach Vocabulary?
Vocabulary is one of the five pillars of reading comprehension as set forth in No Child Left Behind legislation. Reading comprehension depends upon the meaning readers give words. The more vocabulary words students know, the better they are able to comprehend. A large vocabulary opens students up to a wider range of reading materials. A rich vocabulary also improves students’ ability to communicate through speaking, listening, and writing.

Researchers have stated that vocabulary deficiencies are a primary cause of academic failure in grades 3 through 12 (Baumann & Kameenui, 1991; Stanovich, 1986; Becker, 1977). These researchers profess that direct and explicit instruction of a set number of vocabulary words will improve academic success in all content areas. Stahl and Fairbanks (1986) suggest that teaching students 350 words each year may improve learning by as much as 10 to 30%. Further, in 1982, Beck, Perfetti, and McKeown found that students who were given direct instruction in word meanings were better able to discern the meanings of untaught words than control subjects.

Though no particular method for teaching vocabulary has been identified as best (Beck & McKeown, 1991), a number of instructional strategies such as identifying synonyms and antonyms, providing examples and nonexamples, and relating words to one’s own life, have yielded growth in students’ vocabulary. For these reasons, Reading A-Z provides a number of different resources for teachers to use to enrich their students’ vocabulary.

-from Reading A-Z website: http://www.readinga-z.com/vocab/index.html