Vocabulary is key to comprehension and a larger vocabulary is linked to better reading skills. The document discusses several studies that show explicit vocabulary instruction in small groups can significantly improve at-risk students' vocabulary and reading abilities more than whole-class instruction alone. One study found providing at-risk first graders with 5 additional 20-minute vocabulary lessons per unit led to notably higher scores than students without this supplemental instruction. Another implemented a small-group intervention focusing on vocabulary and comprehension within read-alouds of informational texts.
Vocabulary is key to comprehension and a larger vocabulary is linked to better reading skills. The document discusses several studies that show explicit vocabulary instruction in small groups can significantly improve at-risk students' vocabulary and reading abilities more than whole-class instruction alone. One study found providing at-risk first graders with 5 additional 20-minute vocabulary lessons per unit led to notably higher scores than students without this supplemental instruction. Another implemented a small-group intervention focusing on vocabulary and comprehension within read-alouds of informational texts.
Vocabulary is key to comprehension and a larger vocabulary is linked to better reading skills. The document discusses several studies that show explicit vocabulary instruction in small groups can significantly improve at-risk students' vocabulary and reading abilities more than whole-class instruction alone. One study found providing at-risk first graders with 5 additional 20-minute vocabulary lessons per unit led to notably higher scores than students without this supplemental instruction. Another implemented a small-group intervention focusing on vocabulary and comprehension within read-alouds of informational texts.
Vocabulary is key to comprehension and a larger vocabulary is linked to better reading skills. The document discusses several studies that show explicit vocabulary instruction in small groups can significantly improve at-risk students' vocabulary and reading abilities more than whole-class instruction alone. One study found providing at-risk first graders with 5 additional 20-minute vocabulary lessons per unit led to notably higher scores than students without this supplemental instruction. Another implemented a small-group intervention focusing on vocabulary and comprehension within read-alouds of informational texts.
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Vocabulary Handout
Overview: Vocabulary is the knowledge of word meanings and a key part of comprehension. A larger vocabulary is usually linked to better comprehension. Vocabulary instruction must be appropriate to the age and reading ability of the child. More exposure to text will also increase vocabulary. Research shows that both direct and indirect instruction including inferring and morphology can aid in improving vocabulary (Knowledge & Practice Standards for Teacher of Reading). Read alouds, learning words before reading text, substituting easy words for hard words, repetition and multiple exposure can all help struggling readers with vocabulary. Using multiple vocabulary instructional practices will provide optimal learning (NRP).
Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster
Instruction by Eve M. Puhalla The Read Aloud curriculum, using expository and narrative text, was taught to the whole class. At risk students were put into either a booster group, which received small group explicit vocabulary instruction, or a no booster group. The booster group received five, 20 minute scripted vocabulary lessons for each unit. The booster group scored notably higher in vocabulary and retell assessments. Students benefit from receiving explicit vocabulary instruction and opportuniteis to practice using words in different contexts.
Using Read-Alouds to Help Struggling Readers Access and Comprehend Complex,
Informational Text by Santoro, Baker, Fien, Smith, and Chard The structured read-alouds of informational text, included direct comprehension instruction and a small-group intervention which focused on vocabulary and comprehension. The intervention included identifying multiple texts for use across the curriculum, providing opportunities for explicit instruction, facilitating academic discussions, promoting expressive vocabulary use, and linking listening and reading comprehension.
1. This intervention is used within the Read Aloud curriculum. Set aside five, 20 minute sessions in a unit. 2. Booster Session 1 & 2: Review the expository book, that was read aloud during whole group instruction, and discuss vocabulary already taught. Students repeat the definition and participate in word-play games (define, explain word choices, identify synonyms, explain their relationships) 3. Booster Session 3 & 4: Repeat Session 1 & 2, using narrative text 4. Session 5: Review all the words learned from preceding units and lessons.
