vocabulary instruction for struggling readers k-2

14
DIANE KERN, PH. D. UNIVERSITY OF RHODE ISLAND NERA CONFERENCE-SEPTEMBER 2008 [email protected] Vocabulary Instruction for Struggling Readers K-2

Upload: genero

Post on 24-Feb-2016

42 views

Category:

Documents


0 download

DESCRIPTION

Vocabulary Instruction for Struggling Readers K-2. Diane Kern, Ph. D. University of Rhode Island NERA Conference-September 2008 [email protected]. Agenda. Setting our purpose Key strategies: There’s no ONE right way! - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Vocabulary Instruction for Struggling Readers K-2

DIANE KERN, PH. D.UNIVERSITY OF RHODE ISLAND

NERA CONFERENCE -SEPTEMBER 2008DKERN@URI .EDU

Vocabulary Instruction for Struggling Readers K-2

Page 2: Vocabulary Instruction for Struggling Readers K-2

2

Agenda

Setting our purposeKey strategies: There’s no ONE right way!Several practical ideas in the context of

research-based practice AND great children’s literature

PayoffsResources

Page 3: Vocabulary Instruction for Struggling Readers K-2

3

Defining terms

Vocabulary is defined “as knowledge of words and word meanings in both oral and print language in productive and receptive forms.”

Lehr, Osborn, & Hiebert (2004)A Focus on Vocabulary

http://www.prel.org/products/re_/ES0419.htm

Page 4: Vocabulary Instruction for Struggling Readers K-2

4

Word Rich and Word Poor

“Students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success.” (Baumann, Kame’enui & Ash, 2003)

“The Matthew Effect”…”the rich get richer and the poor get poorer” (Stanovich, 1996)

Know thy enemy#1 Reading Less#2 The 4th Grade Slump

Page 5: Vocabulary Instruction for Struggling Readers K-2

5

Consider this

On average, school-aged students learn approximately 3,000 words per year or 8 words per day. Unfortunately, some students learn only 1 or 2 words a day

Factors: SES, language factors, memory problems…

Page 6: Vocabulary Instruction for Struggling Readers K-2

6

No one right way!

Direct instructionIndirect instructionRepeated and multiple exposuresContexts for learningActive engagementVaried methods

Page 7: Vocabulary Instruction for Struggling Readers K-2

7

Direct Instruction: Word Study

Direct vocabulary instruction improves comprehension (Baumann, Kame’enui, & Ash, 2003; Beck & McKeown, 1991; Stahl & Fairbanks, 1996).

ESL learners rely more heavily on direct instruction than native speakers (Goulden, Nation, & Read, 1990).

**Word banks**Word Study activities from Words Their Wayhttp://literacyconnections.com/WordsTheirWay.html

Page 8: Vocabulary Instruction for Struggling Readers K-2

8

Indirect instruction

Students learn words through wide reading (Nagy & Herman, 1987; Fielding, Wilson, & Anderson, 1986).

Prior knowledge/experience supports increased vocabulary knowledge (Marzano, 2004).

**Nonfiction and Fiction…Spiders, Bats, and Autumn Leaves, oh my!

Page 9: Vocabulary Instruction for Struggling Readers K-2

9

Repeated, multiple exposures

Repeated exposure to words in meaningful contexts improves comprehension (Nagy, 1990).

Semantic mapping improves recall and understanding (Pittelman, Levin, & Johnson, 1985).

**Semantic Mapping**Semantic Feature Analysis

Page 10: Vocabulary Instruction for Struggling Readers K-2

10

Rich contexts for learning

Knowing a word means more than knowing the definition of a word (Scott & Nagy, 1997).

A rich conceptual base matters (Johnson & Pearson, 1984).

** Wordless Picture Books **Planting a Rainbow

Page 11: Vocabulary Instruction for Struggling Readers K-2

11

Active Engagement

Discussion leads to vocabulary learning (Stahl & Clark, 1987).

Students learn new words by learning strategies for understanding unfamiliar words (Blachowicz & Fisher, 2004).

** Out of the Ocean**Computer-assisted methodshttp://www.literacy.uconn.edu/compre.htm#vocabhttp://www.internet4classrooms.com/skills_1st.htm#lang

Page 12: Vocabulary Instruction for Struggling Readers K-2

12

Varied methods=Payoffs

Students learn words in a variety of ways (Blachowicz & Fisher, 2004).

Knowledge of word meaning is critical to reading success (Johnson, Toms-Bronowski, & Pittelman, 1983).

There is NO one way, NO one program, NO quick-fix…

Choose what YOUR students need and provide meaningful, intrinsically motivating ways to help your young readers beat the 4th grade slump!

Page 13: Vocabulary Instruction for Struggling Readers K-2

13

Resources

Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, ME: Stenhouse.

Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, 13NJ: Pearson.

Chall, J. S., & Jacobs,V. A. (2003). Research round-up: Poor children’s fourth grade slump. American Educator, 27(1), 14-18.

Eaton, S. (2006). The children in room E4. Chapel Hill, NC: Algonquin Books of Chapel Hill.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Vocabulary Acquisition: Synthesis of the Research http://idea.uoregon.edu/%7Encite/documents/techrep/tech13.html

Page 14: Vocabulary Instruction for Struggling Readers K-2

14

Children’s Literature

Aliki. (1988). Dinosaur bones. New York: Scholastic. DePaola, T. (1978). Pancakes for breakfast. SanDiego, C A:

Harcourt Brace Jovanovich. Elhert, L. (1988). Planting a rainbow. SanDiego, C A:

Harcourt Brace Jovanovich. Emberley, R. (1990). Taking a walk: A book in two languages;

(Caminando: Un libro en dos lenguas). New York: Scholastic. Frasier, D. (1998). Out of the ocean. San Diego, CA: Voyager

Books, Harcourt.Gibbons, G. (1999). Bats. New York: Scholastic.Robbins, K. (1998). Autumn leaves. New York: Scholastic. Trapani, I. (1993). The itsy bitsy spider. Watertown, MA:

Charlesberg.