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Vocabulary: Theory, research, and promising practices Michael C. McKenna. Today’s Goals. Learn about how children acquire word meanings Examine research findings on vocabulary instruction Discuss scientifically-based instructional approaches practice making a vocab. lesson.
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Vocabulary: Theory, research, and promising practices Michael C. McKenna
Today’s Goals • Learn about how children acquire word meanings • Examine research findings on vocabulary instruction • Discuss scientifically-based instructional approaches • practice making a vocab. lesson
What is vocabulary? • Speaking vocabulary • Listening vocabulary • Reading vocabulary • Writing vocabulary • General vocabulary • Technical vocabulary • Meaning vocabulary Modality Domain
What is vocabulary? • Speaking vocabulary • Listening vocabulary • Reading vocabulary • Writing vocabulary • General vocabulary • Technical vocabulary • Meaning vocabulary Modality Domain
What is vocabulary? • Speaking vocabulary • Listening vocabulary • Reading vocabulary • Writing vocabulary • General vocabulary • Technical vocabulary • Meaning vocabulary Modality Domain
What is vocabulary? • Speaking vocabulary • Listening vocabulary • Reading vocabulary • Writing vocabulary • General vocabulary • Technical vocabulary • Meaning vocabulary Modality Domain
What is vocabulary? • Speaking vocabulary • Listening vocabulary • Reading vocabulary • Writing vocabulary • General vocabulary • Technical vocabulary • Meaning vocabulary Modality Domain
1755 Dictionary of the English Language
1755 Dictionary of the English Language 114,000 words
1755 Dictionary of the English Language 114,000 words impertransibility queck nould
1755 Dictionary of the English Language 114,000 words 2005 Oxford English Dictionary (3rd ed.)
1755 Dictionary of the English Language 114,000 words 2005 Oxford English Dictionary (3rd ed.) 660,000+ words
webcam cyberphobic doh 2005 Oxford English Dictionary (3rd ed.) 660,000+ words
English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language.
English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language. The postman likes our street because it is dogless.
Are you a logophile? words
A Vocabulary Riddle To comprehend what we read, at least 95% of the words must be recognized automatically. How is this possible given the number of words in English?
50K 40K 30K 20K 10K 0 45,000 17,000 5,000 1,500 K 12
Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later. Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.
Why is a large vocabulary associated with good comprehension?
The Instrumental Hypothesis Vocabulary aids comprehension by providing the reader with a tool, or instrument.
The Knowledge Hypothesis It’s not so much the words themselves that help, but the knowledge they represent.
The Aptitude Hypothesis Comprehension and vocabulary are correlated “not because one causes the other, but because both reflect a more general underlying verbal aptitude.” – Stahl & Nagy (2005)
The Access Hypothesis • A larger vocabulary means • a deeper understanding of words (including nuances of meaning) • quicker access to words in the lexicon • flexibility in deciding among multiple meanings
The Reciprocal Hypothesis Having a bigger vocabulary makes you a better reader. Being a better reader makes it possible for you to read more Reading more gives you a bigger vocabulary
Four Obstacles to Acquiring a Large Vocabulary The number of words in English is very large. Academic English differs from the kind of English used at home. Word knowledge involves far more than learning definitions. Sources of information about words are often hard to use or unhelpful. – Stahl & Nagy (2005)
gavagai An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s meaning?
Each encounter with a word helps a child narrow its meaning. For example, if he next hears the word gavagai used to refer to a sitting rabbit, the child will infer that running is not connected with the meaning.
Young children learn word meanings from one-on-one interactions with parents and siblings. These interactions may be rich or poor. Consider two examples based on Hart and Risley’s (1995) comparison of families of different socioeconomic levels.
Yeah. Do I have to eat these?
“Motherese” Yes, because they have vitamins that will help you grow and get stronger. Do I have to eat these?
A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings
A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings
The Reading System (Adams) Reading Writing Speech Context Processor Meaning Processor Orthographic Processor Phonological Processor
The Reading System (Adams) Reading Writing Speech Context Processor Lexicon Meaning Processor Orthographic Processor Phonological Processor
lexicon That part of long-term memory devoted to word knowledge
c-a-t cat /kat/
“meow” c-a-t cat 4 legs /kat/ pet
animal “meow” c-a-t cat 4 legs /kat/ pet lion
animal mammal “meow” c-a-t cat 4 legs /kat/ pet lion
animal mammal “meow” c-a-t cat 4 legs /kat/ pet lion
animal mammal “meow” c-a-t cat dog 4 legs /kat/ pet lion
animal mammal “meow” c-a-t cat dog 4 legs /kat/ pet lion