report in vocabulary development

LOVE

I LOVE YOU

UNFATHOMABLE LOVE OF GOD

I LOVE TO TEASE YOU

I LOVE TO IGNORE YOU.

“Words so innocent and powerless as they

are, standing in a dictionary; how potent

for good and evil they become in the

hands of one who knows how to choose

and combine them.”

Nathaniel Hawthorne

A large vocabulary is more specificallypredictive and reflective of high levels ofreading achievement.

REPORT OF THE NATIONAL READING PANEL(2000)

“ The importance of vocabulary knowledgehas long been recognized in thedevelopment of reading skills. As early as1924, researchers noted that growth inreading power relies on continuous growthin word knowledge.”

THE AMERICAN HERITAGE DICTIONARY

defines vocabulary as

“the sum of words used by, understood by,

or at the command of a particular

person or group.”

USES

UN

DER

STA

ND

Major way which we “use”

vocabulary

Is when we speak and write. These are

called EXPRESSIVE VOCABULARY.

-use to express ourselves.

When we “understand” vocabulary

Its when we listen to speech and when we

read. These are called RECEPTIVE

VOCABULARY.

-used to refer to listening and speaking

vocabularies.

back

meaning

meaning

meaning

NEXT

-refers to the combination of listening and

speaking vocabularies.

Children are involved in this process, words

that they understand when they hear

them and that they can use in their

speech. (back)

-involves reading and writing skills upon

entering school.

-children needs to acquire a basic

knowledge of how printed letters relate

to the sounds of spoken words.

-acquisition of decoding skills leads to

rapid expansion of literate vocabulary.back

LISTENING

SPEAKING

READING

WRITING

Fostering improvement in one aspect has

the potential for fostering improvement

in another.

Scarborough(2001) reviews

-children who enter kindergarten with

weak language skills are likely to

encounter difficulty in learning to read.

Hart and Risley (1995)

-studio on the variation of the amount of

talk that took place between parents

and children from family to family. study

KIND FAMILY

a. High

Socioeconomic

status.

b. Professional parents

c. Working class

d. Welfare families

CUMULATIVE

VOCABULARY

a. 16 times more

language

stimulation.

b. 1, 100 words

c. 650 words

d. 400 words

Use “instructional” read-aloud events.

Provide direct instruction in the meanings of clusters of words and individual words.

Systematically teach students the meaning of prefixes, suffixes and root words.

Link spelling instruction to reading and vocabulary instruction.

Teach the effective, efficient, realistic use of dictionaries, thesauruses, and other reference works.

Teach, model, and encourage the application of a word-learning strategy.

Encourage wide reading.

Create a keen awareness of and a deep interest in language and words. end

Becoming a Nation of Readers(Anderson et. Al 1985) “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children”

(Elley, 1989; Leong and Pikulski, 1990; Robbins and Ehri, 1994) Elley strongly suggested that vocabulary growth was much greater when teachers discussed even if briefly the meanings of the words in addition to just reading the books aloud. back

Level I Words- “conversational speech”

Ex. House, girl, cat, up, umbrella, etc.

Level II Words- “academic vocabulary and as instructional vocabulary”

Ex. Perspective, generate, initiate, intermediate, calculation, etc.

Level III Words- “technical vocabulary”

Ex. Digraph, diphthong, metacomprehension, etc.

Level IV Words-”rare and esoteric”

Ex. Majuscule-(capital letter), xanthodont-(one who has yellow teeth like a rodent), noctuary-(an account of what happens in a night.)

o next

To facilitate the comprehension of a

text that students will be assigned to

read.

To increase the number of words that

students know and can use in a

variety of educational, social, and

work-related areas. back

Examination of how spelling patterns reflect meaning leads to vocabulary growth.

Ex. bomb/bombard; muscle/muscular; compete/competition

Words in each pair are related in meaning.

back

back

“LINGUAPHILE”

One who loves

language.