Providing students opportunities to process word meanings at a deeper, more complex level, rich instruction goes beyond definitional information to get students actively engaged in using new words and thinking about word meanings and creating relationships among words (Beck et al. 2002). Students should practice using words to ensure that the word becomes an active part of their vocabulary, not just an isolated piece of information. In successful vocabulary program, words do not appear as part of a classroom exercise and then drop from sight (McKeown and Beck, 2004). Students can respond to various characteristics of a word, explore the facets of its meaning, and apply the word’s meaning in a variety of contexts (Diamond and Gutlohn, 2006).
The more that students become aware of how words are used and where they are encountered outside class, the greater the chance that will come to own them (McKeown and Beck, 2004).
We use words to think, the more words we know, the finer our understanding is about the world (Stahl, 1999). Explicit instruction in vocabulary can increase vocabulary learning and comprehension (National Reading Panel, 2000).
Vocabulary instruction should happen anytime and all the time (McKeown and Beck, 2004). Depending on the instructional situation, specific words can be introduced before reading, during reading or after reading (Diamond and Gutlohn, 2006).
A sound evaluation of a student’s vocabulary be based on data from more than a single assessment (National Reading Panel, 2000).
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