A group of words, labeled the core vocabulary, can be expected to be prominent across all texts. Scholarship made possible by digital databases of words and new analytic systems has shown that ...approximately 2,500 morphological families account for most of the words in texts—an average of 91.5% of all words in the Common Core State Standards exemplars from kindergarten through College and Career Ready. The rare vocabulary of texts is so extensive and varied that, without a foundation in the core vocabulary, students are likely to struggle with the meanings of rare words. Words are in the core vocabulary because they represent critical concepts, are part of morphological or word families that share a root word, and are often versatile in their meaning and function. The author describes the semantic, morphological, and multiple‐meaning knowledge represented by these 2,500 word families and ways in which teachers can foster these proficiencies.
Knowledge of word meanings is critical to success in reading. A reader cannot fully understand a text in which the meaning to a significant number of words is unknown. Vocabulary knowledge has long ...been correlated with proficiency in reading. Yet, national surveys of student vocabulary knowledge have demonstrated that student growth in vocabulary has been stagnant at best. This volume offers new insights into vocabulary knowledge and vocabulary teaching. Articles range from a presentation of theories of vocabulary that guide instruction to innovative methods and approaches for teaching vocabulary. Special emphasis is placed on teaching academic and disciplinary vocabulary that is critical to success in content area learning. Our hope for this volume is that it may spark a renewed interest in research into vocabulary and vocabulary instruction and move toward making vocabulary instruction an even more integral part of all literacy and disciplinary instruction.
This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. It aims to help second language acquisition ...researchers explore some new instruments for L2 vocabulary research, providing examples of how the tools might be used in real research projects.
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present ...study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and untaught pseudowords with well-known root morphemes. Fifth-grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short-term effects with respect to the students' abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well-known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.
This study examined how well second language (L2) recall and recognition vocabulary tests correlated with a reading test, how well each vocabulary test discriminated between reading proficiency ...levels, and how accurate each test was in predicting reading proficiency when compared with corpus studies. A total of 116 college-level learners of English as a foreign language took a reading test and 2 vocabulary size tests: meaning recall and meaning recognition. Participants were divided into 4 reading proficiency levels based on the reading scores. We correlated the reading scores with the 2 vocabulary scores, compared the 4 reading groups on each vocabulary test, and compared the vocabulary size of each of the reading proficiency groups with corpus studies. Both vocabulary tests were good predictors of reading, but the recognition test fared slightly better. We introduce the notion of 'comprehension vocabulary' and suggest that a recall test is more appropriate for measuring sight vocabulary while a recognition test is more appropriate for measuring comprehension vocabulary.
Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word ...frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.
Vocabulary knowledge greatly affects writing performance (Stæhr in Lang Learn J 36:139–152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different ...dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic knowledge (ProOrth), productive/phonological (ProPhon) vocabulary knowledge and depth of vocabulary knowledge to reading-to-write scores. For this purpose, 154 Chinese English as foreign language (EFL) learners took a battery of vocabulary knowledge tests and a reading-to-write test. The extent to which vocabulary at different word frequencies predicted reading-to-write was also investigated. The results of regression indicated that ProOrth academic level, vocabulary depth, and RecOrth 2, 000 frequency level explained 40.2% of the reading-to-write score variance. Among the high-performing group, ProOrth academic and vocabulary depth were predictive of the reading-to-write score, while only ProOrth academic vocabulary explained the variance in the reading-to-write score for the low-performing group. The findings reveal the important relationship among dimensions of vocabulary knowledge and reading-to-write and stress the need for systematic vocabulary instruction.
Vocabulary by Gamification Kingsley, Tara L.; Grabner-Hagen, Melissa M.
The Reading teacher,
March/April 2018, Letnik:
71, Številka:
5
Journal Article
Recenzirano
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is ...sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in ...vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.
PDF
