Academic literature on the topic 'Explicit vocabulary instruction'
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Journal articles on the topic "Explicit vocabulary instruction"
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Tahir, Mohd Haniff Mohd, Dianna Suzieanna Mohamad Shah, Mohamad Syafiq Ya Shak, Intan Safinas Mohd Ariff Albakri, and Airil Haimi Mohd Adnan. "Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1227–47. http://dx.doi.org/10.24815/siele.v8i3.19539.
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Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.
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Moncayo Herrera, Enrique. "Improving reading comprehension and vocabulary through explicit vocabulary instructions." Research, Society and Development 11, no. 15 (November 22, 2022): e436111537206. http://dx.doi.org/10.33448/rsd-v11i15.37206.
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Reading and vocabulary are widely regarded as essential to enhance reading comprehension in a second language. Therefore this study focuses on inserting English vocabulary into students to aid a number of EFL learners to improve their reading comprehension in a remote setting district public school located in Ecuador, where the lack of technological tools presents them. This study tries to explain the advantages of using explicit vocabulary guidelines in reading activities to improve reading comprehension in this group of young learners. The thirty-eight children were separated into two groups of nineteen students; each had six reading lessons. After the class, they completed in a reading comprehension quiz. The findings demonstrate that students had improved their reading comprehension after applying the explicit vocabulary instruction method on them, which mean is (M=7.17). Traditional methods, such as implicit vocabulary instruction, show lower reading comprehension in learners; the mean was ( M= 6.89). Other findings in this study demonstrate that girls had a better positive impact on their reading than boys. (31.6 %) girls were better in score in comparison with boys, who rose to (18.4%). Moreover, all the students recognized that in 5 months, they had learnt more English vocabulary words than in two years of classes out of campus. Thus their reading comprehension improved on them.
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Gonzales, Marisa, and Robert Griffin. "Building Comprehension Through Explicit and Organic Vocabulary Instruction for English Learners." Georgia Journal of Literacy 41, no. 1 (April 16, 2018): 13–20. http://dx.doi.org/10.56887/galiteracy.6.
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This article closely examines the relationship between vocabulary acquisition and reading comprehension, specifically for English learners. The authors first set out to identify the relationship between vocabulary knowledge and comprehension. Research-based instructional strategies are then described with discussion centering on how these strategies specifically benefit English learners. Central to the thesis is that a reader must be able to decode words and assign meaning to those words with little to no effort to fully engage in and comprehend any type of text. Due to the language barrier, some English learners have a particularly difficult time decoding and assigning meaning to words. The research presented here supports the integration of reading strategies that can be used to build English learners’ reading comprehension, both explicit vocabulary instruction combined with organic, student-centered language learning. Some of the strategies discussed include daily interactive read aloud, audio recordings of students reading, whole group shared reading experiences, and direct and explicit vocabulary instruction.
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Wall, Amanda. "Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes." Georgia Journal of Literacy 37, no. 2 (October 30, 2014): 6–12. http://dx.doi.org/10.56887/galiteracy.57.
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Vocabulary knowledge predicts students' comprehension of text. Both research and the Common Core State Standards advocate explicit vocabulary instruction with attention to morphemes, or units of meaning within words. Many English words, especially more complex words that are part of a student's academic vocabulary or content-specific vocabulary, derive from Latin or Greek. For this reason, an explicit approach to vocabulary instruction based on Latin and Greek morphemes can support students' vocabulary knowledge. Several guidelines and strategies are described.
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Duncan, Molly K., and Amy R. Lederberg. "Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms." Journal of Speech, Language, and Hearing Research 61, no. 12 (December 10, 2018): 2977–95. http://dx.doi.org/10.1044/2018_jslhr-l-17-0475.
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PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.
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Antia, Shirin D., Jennifer A. Catalano, M. Christina Rivera, and Catherine Creamer. "Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning." Journal of Deaf Studies and Deaf Education 26, no. 3 (May 12, 2021): 381–94. http://dx.doi.org/10.1093/deafed/enab002.
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Abstract Two single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children’s vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and explicit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2 examined the effects of the explicit+in-context intervention on five DHH children’s word and definition learning and use of new words in spontaneous communication. A multiple baseline study across participants showed that all children learned the targeted vocabulary, improved expression of definitions, and used target words in spontaneous language. We discuss the value of explicit and in-context instruction on breadth and depth of vocabulary learning.
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Cravalho, Danielle A., Zaira Jimenez, Aya Shhub, and Michael Solis. "How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder." Beyond Behavior 29, no. 1 (March 5, 2020): 31–41. http://dx.doi.org/10.1177/1074295620907110.
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This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.
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Mutia, Anisa, Rosnani Sahardin, and Geunta Mardika Putra. "The impact of vocabulary instruction on vocabulary achievement." English Education Journal 13, no. 4 (January 8, 2023): 464–77. http://dx.doi.org/10.24815/eej.v13i4.30005.
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Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.
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Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.
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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.
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Solati-Dehkordi, Seyed Amir, and Hadi Salehi. "Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners." International Education Studies 9, no. 4 (March 30, 2016): 141. http://dx.doi.org/10.5539/ies.v9n4p141.
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<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>
Dissertations / Theses on the topic "Explicit vocabulary instruction"
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Howell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.
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Early childhood teachers attend in-service trainings to continue their education after entering the workforce. The effectiveness of in-service training is being studied by many researchers. Some researchers postulate that adding modeling of the behavior and follow-up feedback to in-service trainings increases the ability of early childhood teachers to implement newly learned behaviors. The study investigated the effects of an instructional package (explicit teaching, modeling, and feedback) on early childhood students' implementation of vocabulary behaviors during shared storybook reading. The three vocabulary behaviors studied were selecting and stressing words, explaining and relating words, and repetition. Two case studies were completed with early childhood students, using a single-subject multiple-probe design across behaviors. Participants were baselined across all three behaviors. The behaviors were taught individually using explicit teaching and modeling. When criterion was reached, a new behavior was trained and modeled. Participants were given feedback on their performance, as well. Results showed the participants were able to implement selecting and stressing words and repetition during shared storybook reading after explicit training and modeling. The implementation of explaining and relating behaviors required additional feedback and reteaching for the participants to reach criterion. The study supports the research indicating that modeling and feedback improve early childhood students' abilities to implement newly learned skills.
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Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.
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Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks.
Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group.
Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
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Nadarajan, Shanthi. "Measuring Academic Vocabulary Size and Depth in the Writing Classroom: Does it Really Matter?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194167.
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This is an in-depth study of word knowledge where the researcher attempts to investigate the need to systematically teach vocabulary in the language classroom. It is motivated by findings within second language (L2) vocabulary testing research that state that the current communicative language learning environment is insufficient for L2 learners to acquire adequate vocabulary knowledge and L2 learners need help with vocabulary learning (Laufer, 2005). This semester-long study explores the need to provide explicit vocabulary instruction from within a meaningful environment. It also investigates the relevance of focus on forms and focus on form practices in helping second language (L2) learners increase the size and depth of word knowledge. The study involved 129 undergraduates from a writing program, and used a pretest and posttest design to measure gains in L2 learners vocabulary knowledge. .The results indicate that the vocabulary gains for both implicit (control) and explicit (treatment) instructional context were not very different though the subjects in the implicit instructional group learned slightly more words compared to the explicit instructional group. However, this has more to do with individual instructor effectiveness and learner proficiency. In terms of word use, L2 learners subjected to explicit focus on forms and focus on form tasks increased their word use while the first language (L1) learners and L2 learners from the control groups did not increase their academic words. Therefore, it is possible to suggest that L2 learners can be taught to increase the depth of their vocabulary knowledge through explicit instructional practices. In terms of L1 and L2 learners, the initial findings revealed that the L2 learners did not benefit from explicit instruction. However, additional analysis revealed that subjects with sufficient vocabulary knowledge at the 2000 word level can increase their word size much more rapidly than the proficient L2 learners in the control group. An additional test on L1 and L2 learners' word collocation skills indicated that while explicit instruction did not help increase L2 learners vocabulary size, it was able to help L2 learners increase their word collocation skills and also make word associations that are closer to L1 learners' associations.
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Pittman, Deana Turner. "A comparison of explicit and implicit vocabulary instruction on the acquisition of English vocabulary and reading comprehension in English language learners in grades four through twelve /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850451041&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279571636&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.Typescript. Vita. "April 2008." Major professor: Esim Erdim-Payne Includes bibliographical references (leaves 34-37). Also available online via ProQuest to authorized users.
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Andrianatos, Kristien. "An analysis of vocabulary instructional methods relevant for grade 4 learners / Kristien Andrianatos." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4305.
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Cena, Johanna E. 1971. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10200.
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xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2-3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinámicos del Éxito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure. Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures.
Committee in charge: Edward Kameenui, Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Scott Baker, Member, Not from U of 0; Robert Davis, Outside Member, Romance Languages
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Garcia, Edith Posadas. "Using manipulatives and visual cues with explicit vocabulary enhancement for mathematics instruction with grade three and four low achievers in bilingual classrooms." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/497.
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A study was conducted to assess the effects of two instructional strategies: manipulative-based instruction and visual cues in mathematics (both enhanced by explicit vocabulary enrichment) in a small group setting with young Hispanic students who are English language learners. The duration of the study was five weeks. Sixty-four third and fourth grade students were selected for participation based on their performance with problem solving items from the four release tests for 1999-2002 mathematics Texas Assessment of Academic Skills (TAAS) for third and fourth grades. A pre-assessment composed of 10 of the 13 TAAS objectives were administered. The four pre-selected objectives on which the students scored the lowest were identified for further instruction and assessment. The student population was limited to those of the original sixty-four achieving <55% overall on the pre-assessment. Following each week of instruction, a different assessment/probe was administered, for a total of 6 probes-including the initial pretest. For instruction, students were organized into three groups: 1) manipulative based instruction, 2) visual (drawings) cue instruction, and 3) no additional mathematical instruction. The students in the three groups were of equivalent mathematical ability, and every effort was made to ensure the groups had the same number of students. Pre-posttest improvement was measured with a mixed ANOVA (repeated measures, with a grouping factor), with instructional group as the grouping factor, and the pre/post assessment of math as the repeated measure. ANOVA results included non-significant progress for either grade level. Neither of the experimental groups in grades three or four showed significant improvement between the pre and post assessment. Six sequential probes also were administered throughout the five-week study. A trend analysis for the three separate groups was conducted on the probe results to evaluate growth over time; trend analyses were conducted for each individual student and then averaged for each group. For the two experimental groups, the overall improvement at third and fourth grades was minimal. Overall, gradual improvement was noted, but the progress did not consistently occur from one week to another, and the improvement trend was not linear.
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Moore, Wendy M. "Preventing early literacy failure: A case study of embedded-explicit instruction in vocabulary, print knowledge and phonemic awareness for pre-primary students with oral language impairments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/239.
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Students with oral language impairments are at significant risk of experiencing early literacy difficulties, and both poor language skills and early literacy impairment may jeopardise a student's future academic success. Early intervention may be the most effective way of preventing literacy and subsequent academic failure. This study describes some of the challenges and benefits of a program to help rural Western Australian schools provide effective early intervention for students with oral language impairments.
Oral language factors including phonological awareness, vocabulary, and discourse level comprehension are believed to contribute to literacy development. In this study, the relationship between these skills and literacy acquisition is examined. The role of oral language competence in literacy development is considered within the framework of the simple view of reading. From within this framework, a model of early intervention has been developed by the researcher, which involves both explicit and embedded instruction in three areas considered crucial for emergent literacy; namely, phonemic awareness, print knowledge (concepts of print and letter-sound knowledge), and vocabulary.
A trial of this intervention program, Words and Letters, was undertaken in four rural Western Australian schools. Education assistants in pre-primary classes were trained to teach emergent literacy and oral language skills to small groups of students with early indicators of oral language impairment. The program involved four 30 minute sessions per week over 15 weeks. Results indicated significant improvements for the intervention group in all three areas with a corresponding reduction in risk for subsequent literacy failure. The effectiveness of the intervention is discussed in terms of outcomes for the students and for the schools. Case studies are used to explore the characteristics of students who made good progress as well as those who proved resistant to remediation and therefore remained at risk.
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Keenan, Lauren. "Upper primary teachers’ explicit instructional practices for vocabulary enhancement during literacy blocks." Master's thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/b3b3b34d58de9d2ee4f381ed17720986ddd00aadea80fba6f50066a8e4ce3061/1852846/Keenan_2020_Upper_primary_teachers_explicit_instructional_practices.pdf.
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A robust approach to vocabulary instruction is necessary for literacy learning. Research suggests a need for further investigation and analysis of evidence-based vocabulary teaching practices. This qualitative study examines the explicit instructional practices for vocabulary enhancement used by upper primary teachers during literacy blocks. It explores how teachers, within a community of shared planning and practice, understand vocabulary instruction and implement these practices in the classroom. It uses a case study methodology to examine the conceptual and procedural knowledge of vocabulary instruction of three teachers. A teacher from each of the upper primary year levels was represented in the study: years four, five and six. Data were collected through interviews and classroom observations during literacy blocks. Findings showed that the teachers implemented a range of robust instructional practices. However, a lot of their practice was incidental in nature, as opposed to explicit and intentional. Many opportunities for using evidence-based vocabulary instruction strategies were not recognised by the participants. Participant teachers from the study experienced personal barriers to implementing a robust approach to vocabulary instruction, such as a lack of knowledge in relation to evidence-based vocabulary practices and time constraints in the classroom. Additional research is needed to identify how best to support teachers with this mismatch between current teacher practice and research-validated practice.
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Jaksic, Bozovic Lara, and Enqvist Daniela Rizzo. "Krona eller krona? Alla ord leder till Rom : En interventionsstudie för ämnesordskunskap i de naturvetenskapliga ämnena." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43694.
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The aim of this study was to identify effective teaching strategies for vocabulary acquisition for primary school-age children in natural sciences. Primarily, using qualitative method observation, it was empirically shown that the primary vocabulary instructions used during natural science studies were indirect incidental word learning activities such as conversation in the classroom. A test was standardized from Homegaard and Johansson Kokkinakis (2006) to asses and measure pupils’ breadth and depth of vocabulary knowledge for vocabulary words that were used during science class. The conducted test showed that the pupils’ trough incidental word learning had low vocabulary acquisition, primarily because of the everyday language used in a scientific context, leading this study to aim to answer the following questions: Will providing explicit instructions for word acquisition increase pupils’ vocabulary? Which possible explanations are there for the vocabulary increase? An intervention practice was conducted to improve vocabulary acquisition, using five evidence-based suggestions for meaningful vocabulary intervention activities, provided by Steele and Mills (2011) and Becks, McKeown and Kucan (2002). The steps are based on explicit instructional activities which were used in teaching natural science. The same test that was used to asses and measure pupils’ breadth and depth of vocabulary knowledge of vocabulary words was used after the intervention. The empirical results showed that instructional strategies providing explicit instruction were successful in increasing pupils’ breadth and depth of vocabulary knowledge. Hence, this study identifies the empirical link between vocabulary instructions and vocabulary acquisition, as to increase the pupils’ breadth and depth of vocabulary knowledge, by the acknowledgement of the difference between everyday language and scientific vocabulary with explicit teaching of the scientific language.
Books on the topic "Explicit vocabulary instruction"
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Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction. Not Avail, 2005.
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Mifflin, Houghton. Houghton Mifflin Spelling and Vocabulary, Level 4, Additional Support for Explicit Instruction book. Houghton Mifflin, 2000.
Find full textBook chapters on the topic "Explicit vocabulary instruction"
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Martinez, Zwila, and Larkin Page. "Enhancing the Disciplinary Literacy Vocabulary of Black Early Readers." In Advances in Early Childhood and K-12 Education, 128–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4215-9.ch007.
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This investigation suggests that children should be comprehensively assessed in early foundational components including vocabulary. With this knowledge, teachers can apply the appropriate methods and strategies that support that target vocabulary. Findings can inform teachers of vocabulary interventions including strategies that enhance the foundational knowledge and usage of prior knowledge, vocabulary strategies, and building self-esteem and confidence. The data also can help teachers create an instructional program that utilizes explicit vocabulary instruction and vocabulary usage including Latin affixes.
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Binaghi, Giulia, and Marco Guida. "Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 488–509. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch027.
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This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.
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Binaghi, Giulia, and Marco Guida. "Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 51–72. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7053-1.ch004.
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This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.
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Snow, Pamela. "Foreword." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, xv—xvi. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1353.
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In the third decade of the 21st century, it is difficult to think of an aspect of children’s education in industrialised, first-world nations that is more important, yet sadly, more contested, than reading instruction. Ironically, reading and how to teach it, is also one of the most widely researched aspects of child development. A number of branches of psychology, such as cognitive, experimental, educational, and developmental neuropsychology have devoted hundreds of thousands of hours to outputs in academic journals and research theses, conference presentations, blogs, social media posts, and private and public debates. The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.