|
Make a comment
The Word Map for Adolescents:
A Tool for Effective Vocabulary Instruction
Catherine Rosenbaum
The strategy outlined here demonstrates how students who use background knowledge, context, morphology and dictionaries learn words more effectively.
Instruction on word meaning that helps learners fit new words into an already existing conceptual network is substantially more effective than having students look up words in a dictionary or read words in an interesting and relevant context (Eeds & Cockrum, 1985). The most effective vocabulary instruction is the kind that also improves comprehension (Dole, Sloan & Trathen, 1995).
In the last ten years, researchers have acclaimed vocabulary knowledge as the single most important factor in reading comprehension (LaFlamme, 1997). In a special issue of the Journal of Reading, in April 1986, Ruddell wrote that we must view "vocabulary development as an interactive process," one in which "new concepts are nested in the meaning context in which they appear" (p. 587).
The recommendation throughout that seminal issue was that effective vocabulary instruction should have active and positive student involvement; elaboration of word knowledge; personalized strategies; and continuous, independent, long-term growth (Carr & Wixson, 1986; Ruddell, 1986).
But what has happened to enhance vocabulary acquisition for adolescent students since these ideas were proposed? In 1995, Dole and her colleagues identified "extensive practice with words, breadth of knowledge about words including both definitional and contextual knowledge, and active student engagement leading to deep processing of words" (p. 543) as the features of effective vocabulary instruction. Where is the interactive framework that our students need? I searched, but finally decided to invent one for myself.
... ... ...
SUBSCRIBE TO READ MORE!
Make a comment
|
The Word Map for Adolescents