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To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies.
Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning National Reading Panel, Such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means.
Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and writing research paper questions animals creating relationships among words.
Research shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class.
Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful. Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis.
For ELLs whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context.
Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues.
Fostering word consciousness A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of and interest in words. Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day Scott and Nagy, It can be developed at all times and in several ways: According to Graves"If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest.
There is great improvement in vocabulary when students encounter vocabulary words often National Reading Panel, According to Stahlstudents probably have to see a word more than once to place it firmly in their long-term memories.
In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Restructuring of vocabulary tasks Findings of the National Reading Panel Intentional instruction of vocabulary items is required for specific texts. Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts is valuable for vocabulary learning.
Vocabulary tasks should be restructured as necessary. Vocabulary learning should entail active engagement in learning tasks.The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
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