Characteristics of Effective Direct Vocabulary Instruction

Students are quite capable to obtaining an idea of a word’s meaning with minimal (e. G. One) exposure to a word. This is called “fast mapping.

” To understand the word at deeper levels, however, students require repeated and varied exposure to words, during which they revise their initial understandings. Such exposure is referred to as “extended mapping. ” Without experiences that allow for extended mapping, word knowledge remains superficial but useful. Recommendation: Teachers should vary the type of interactions students have with vocabulary terms.One technique is to use both linguistic and nonlinguistic representations. Some activities should involve writing; some should involve constructing orphic representations, others should involve drawing pictures. A second way to vary how students interact with vocabulary words is to use the various forms of identifying similarities and differences.

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Four types of instructional activities that require students to identify similarities and differences: comparing classifying, creating metaphors, and creating analogies.

Comparing = the process of identifying similarities and differences among or between things or ideas.Technically, comparing refers to identifying similarities, and contrasting refers to identifying differences. Classifying = the recess of grouping things that are alike into categories based on their characteristics. Creating metaphors = the process of identifying a general or basic pattern that connects information that is not related at a surface or literal level. Creating analogies = the process of identifying the relationship between two sets of items?in other words, identifying relationships between relationships.Characteristic 4: Teaching word parts enhances students’ understanding of terms.

Teaching of roots and affixes has traditionally been a part of regular vocabulary instruction. Teaching older readers about roots & suffixes of rhapsodically complex words may be a worthwhile challenge, teaching beginning or less skilled readers about them may be a mistake. Affixes include prefixes and suffixes. Prefixes commonly augment the meaning of the words to which they are attached. Suffixes commonly change the part of speech of the words to which they are attached. Recommendation: A sequence of six lessons.In the first lesson, the teacher explicitly defines and teaches the concept of a prefix by presenting examples and unexampled.

The goal of this first lesson is for students to understand the difference twine genuine prefixed words like unkind and refill as opposed to “tricksters” like uncle and reason. In the second lesson, the teacher explains and exemplifies the negative meaning of the prefixes UN- and ids-. The third lesson addresses the negative meanings of in-, IM-, IR-, and non-. In the fourth lesson, the teacher explains and exemplifies the two meanings of re (“again” and “back”).The fifth lesson addresses the less common meaning of UN- and ids- (“do the opposite”) and the less common meanings of in- and IM- (“in or into”). Finally, in the sixth lesson the teacher explains and exemplifies he meanings of en-, me-, over-, and MIS-. Len the first lesson on suffixes, the teacher explains and exemplifies the concept of a suffix using examples and unexampled.

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The next two lessons present suffixed words that show no spelling change from the base words: blows, boxes, talking faster, lasted, sweetly, comical, rainy.Next, the teacher presents one or more lessons illustrating each of the three major kinds of spelling changes that occur with suffixes: (1) consonant blending (thinner, swimming begged, funny); (2) y to I (worried, flies, busily, reliable, loneliness); and (3)deleted silent e (baking, evaded, rider, believable, refusal, breezy). Finally, a number of lessons provide examples of three inflectional endings (-SSL-SE, -deed,-inning), and the following derivation suffixes: -lay, -err -ion, -able, -al, -y, -news. Characteristic 5: Different types of words require different types of instruction.Four categories: object terms, action terms, event terms, and state terms. Recommendation: Teachers can use the Categories and Semantic Features of Words Figure 4. 8 to help them determine which characteristics they might emphasize in an initial description of the word presented to students.

Characteristic 6: Students should discuss the terms they are learning. Discussion helps students encode information in their own words, helps them view things from different perspectives, and allows for self-expression. Characteristic 7: Students should play with words. Games.Games have at least three distinguishing characteristics. First, they present manageable challenges for students. Games provide tasks that “challenge the individual’s present capacity, yet permit some control over the level of challenge faced”.

Second, games arouse curiosity by “providing sufficient complexity so that outcomes are not always certain. Finally, games involve some degree of fantasy arousal. Characteristic 8: Instruction should focus on terms that have a high probability of enhancing academic success. CHAPTER 2 SUMMARY Six research-based principles underlie many of the recommendations made in this book.