Vocabulary - Part Three

              It is recommended to use a variety of direct and indirect methods of vocabulary instruction (National Reading Panel 2000).

            Rich and rigorous vocabulary instruction goes beyond definition knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words.  Word – learning strategies include dictionary use, morphemic analysis and contextual analysis.  For ELs whose language shares cognates with English, cognate awareness is also important strategy (Diamond and Gutlohn 2006). 

            When children know a word, they not only know the word’s definition and its logical relationship with other words, they also know how the word functions in different contexts (Stahl and Kapinus 2001).  A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of and interest in words.  It can be developed at all times and in several ways: through encouraging adept diction, through word play and through research on word origins and histories.

            It is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context (Diamond and Gutlohn 2006).

            It is often the case that students do not understand the instructional task involved (National Reading Panel 2000).  The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition especially for low – achieving or at – risk students (National Reading Panel 2000).

            The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words.  Providing structured read – aloud and discussion sessions and extending independent reading experiences outside of school hours to encourage vocabulary growth in students (Cunningham 2005).