KEY FINDINGS
> > “Gains in oral vocabulary development predict growth in comprehension and later reading performance” (Elleman, Lindo, and Compton, 2009; cited by Neuman and Taylor, 2013). > > Teachers can make Tier II words (the more sophisticated words that typically appear in more challenging texts) accessible to their students by building background knowledge in book talks, explaining the words, using them in conversation, and prompting students to use them as well (Beck et al., 2003). > > Based on a comparison of effect sizes, Stahl and Fairbanks concluded that the most effective vocabulary teaching methods include both definitional and contextual information in their programs, involved the students in deeper processing, and gave the students more than one or two exposures to the to-be- learned words (Wright, Cervetti, 2017). > > The results of the current study provide preliminary evidence that there is potential for knowledge to be built during English Language Arts through a focus on conceptual coherence in the design of reading experiences for students. It also suggests that we should be concerned about ensuring that students have regular opportunities to develop their discipline-specific and general world knowledge (Cervetti, Wright, and Hwang, 2016). > > We believe that such research can contribute to models of vocabulary learning and instruction and comprehension that, over time, could increase the robustness and efficacy of curriculum and instruction. Ultimately, digital databases and tools hold promise for addressing the vocabulary gap and providing instructional solutions that could enable many more students to enter workplaces and communities with the literacy levels required for the 21st century (Hiebert, Goodwin, and Cervetti, 2018). > > Providing students with even brief explanations of word meanings prior to reading boosted passage comprehension compared to peers who did not receive this instruction (Carney et al., 1984). Likewise, using technology to give students access to glosses (i.e., to provide basic information about word meanings) while reading online boosted comprehension and may be an efficient and practical strategy for supporting students’ reading (Türk and Erçetin, 2014). > > The use of computers in vocabulary instruction was found to be more effective than some traditional methods in a few studies. It is clearly emerging as a potentially valuable aid to classroom teachers in the area of vocabulary instruction (NRP Report, 2016).
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CHAPTER 2: READING
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