There is documented proof of a strong positive relationship between vocabulary and comprehension. This implies that children with larger vocabularies who know the meaning of most of the words they hear and read comprehend more than those who do not. Children with limited vocabularies may experience difficulty understanding both oral and print language in school and additional may not be aware of strategies to for word learning and so they will be less able to learn new words.
Most of the word knowledge of the emergent reader comes from exposure to language in the home and their other social environment. There are significant variations in the vocabulary knowledge of children as they enter school that influences their ability to comprehend what they hear and read. According to SPENCER & GUILLAUME (2006) Children from low socioeconomic groups and those who are learning a second language appear to be especially at risk and may not be able to catch up unless direct intervention in learning words is provided.
Extensive reading is one of the key ways to learn new words, however since children with insufficient word knowledge often do not understand print, they often refuse to indulge in reading activities leading to further deficiency in vocabulary over time. In contrast children with large vocabulary are encouraged to read merely because they get pleasure from reading since they comprehend the print, leading to further expansion of their vocabulary and the development of word learning strategies as they practice reading. This increasing gap in word knowledge named the ‘matthew effect’ by Stanovich (1986) can only be stopped by direct intervention by the classroom teacher using a systematic approach (Gunning, 2006) and develop learning strategies and habits that will foster independent word learning
For more information check out http://vocabulary.co./learning_vocabulary/vocabulary-instruction-in-early-learning/
Hi Ghina,
ReplyDeleteTo add to your interesting information:-) ;
Teachers can incorporate direct and indirect vocabulary instruction in their respective content areas to increase vocabulary knowledge and in turn, fluency. I have used word walls, and the vocabulary seff- collection strategy with much success. Of course, we need to link what they know with with is unknown, so that it is also important to teach context.
I agree the information is quite informative. I feel that sometimes vocabulary is an area where a teacher teaching struggling readers may shy away.Sometimes it is felt that the children cannot handle the vocabulary that is expected of the students.
ReplyDeleteAn effective approach would be to use the vocabulary in the classroom and outside of the classroom children are like sponges they will soak up all the words you expose them to.
Students should also be exposed to any new vocabulary at least twelve times and in different situations.
WORDO is a great game that the children enjoy!