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Teaching VocabularyVocabulary is the core of language development. If the student doesn't know the meaning of the word, or how it's used, their comprehension of the communication will likely be compromised. High frequency words are words that are used over and over again in communication. There are only around 100 words making up about 50% of most english material, 200 words making up 90% of running material through 3rd grade, and 500 words making up 90% of running material used through 9th grade. If a reader is to acquire even a moderate level of fluency, these words must be taught. Added to this equation is different student learning styles. Because of this, a comprehensive approach should be implemented for a greater chance of student success. This should include direct instruction, multiple exposures in various texts and encouragement of students to participate in their own learning of vocabulary, primarily from wide reading. Research has shown this combination of approaches is the best at developing vocabulary. Direct instruction should include both providing definition and context of the word. A study strongly linked vocabulary growth was much higher when, and even if only briefly, the teacher discussed the meaning of the word in addition to reading the material aloud. Both reading aloud followed by discussion greatly enhances a students? comprehension thereby reinforcing vocabulary development. Effective teaching of vocabulary is more than merely providing definitions; it must include instructions on how to use the word. Emphasis of learning from context, whether a taught skill or an innate skill that all readers share is debated, is an effective technique for increased vocabulary. Rewriting definitions, sentences, scenarios, or stories, and producing antonyms and synonyms have all been shown to reinforce definition and context information surrounding new vocabulary. Graphic organizers such as 'word part web' to link word roots to additional vocabulary, 'definition mapping', 'semantic maps', 'feature analysis', and 'Venn diagrams' can all be useful tools when discussing words and word parts. Some words will just require more detailed instruction on its use than others. The second component, multiple exposures, is to repeat, repeat and repeat more. Acquisition occurs over several stages; never heard before, heard but don't know the meaning, heard and know the meaning but don't always remember, to complete memorization and understanding. The more exposure to a word a student has, the more likely they will be able to define, comprehend and remember it. The third part of this comprehensive approach, but equally important, is encouragement of wide reading. Evidence shows wide reading is the main avenue to acquire new vocabulary, and also shows a strong correlation between reader comprehension and vocabulary knowledge. Reading should include texts of varying degrees of difficulty. Reading material at or below the students? skill level does not provide access to new vocabulary necessary for growth. Being able to use context clues has shown to provide students at least partial understanding of 15% of unknown words when encountered when reading. Because growth of vocabulary is a lengthy process, use of a variety of techniques to best include a students individuals learning style, as each student will have their own preferred learning style, and prevention of boredom is essential to long term success. While this report only briefly talks of the basics of teaching vocabulary and its importance, it is an area of many teaching styles, preferences and opportunities for both teachers and students alike.
