Strategies to Build Vocabulary

The purpose of this study was to determine the strategies that support and enhance students’ understanding of new vocabulary. Determining the appropriate method of vocabulary instruction continues to be a significant issue for teachers. This qualitative study involved two ten-year-old participants where multiple strategies were implemented and assessed using interviews, observations, and student artifacts. Results from this study showed the benefits of each strategy and the importance of student involvement. Educators need to provide opportunities for students to engage in learning that is meaningful and relatable to them. It is vital that educators are aware of the multiple ways in which students learn to ensure they are consistently meeting individual needs. STRATEGIES TO BUILD VOCABULARY 3 Strategies to Build Vocabulary Effective vocabulary instruction is a critical and complex issue faced in today’s educational world. Words are the tools we use to access our background knowledge, express ideas, and learn about new concepts. Students’ word knowledge is linked strongly to academic success and is crucial to reading comprehension. Currently, the significance of vocabulary instruction is coming to the forefront of concerns and issues that are demanding attention. The main issue is agreeing on the most effective and efficient way to teach vocabulary. School populations are increasingly becoming more diverse, which is leading to a demand for differentiation of vocabulary instruction. In addition, there is also an increased pressure on schools to meet academic yearly progress goals under No Child Left behind (NCLB). Vocabulary is a main component of literacy and affects the overall understanding of what is being learned. Often times, students are instructed to get a dictionary and look up definitions to words they come across that are unfamiliar to them. When this happens, the word is stored in the short term memory and typically is not fully understood or applied in other contexts (Kali, 2008). Flynt and Brozo (2008) state that, the more meaningful and authentic the context a teacher uses the greater the impact on students’ ownership of the targeted terms. The objective is not for students to know the meaning of the word for a day, or even an hour, but instead to have them engage in the words so that they are able to apply them to their everyday lives. A variety of strategies were used throughout the research to enhance vocabulary instruction. The strategies that were used included appropriate selection of specific words that students would come across in the reading and content learning. A verbal story introduced the words where all fifteen words were embedded throughout the story so that students could initially hear them used in context. In addition, picture clues were provided to help activate STRATEGIES TO BUILD VOCABULARY 4 students’ schema about each term. Students then engaged in creating appropriate descriptions of each term by having a class discussion about each term and defining it in words that makes sense to them. Graphic Organizers were then used to build on the understanding and application of each term. A variety of methods are exposed to the students (Oral exposure to build schema, direct instruction and crafted descriptions, reading contexts, graphic organizers, students’ own writing, and part of review) and therefore create a meaningful and lastly experience for students. Vocabulary instruction demands differentiation. To be most effective, the learning style of each student must be considered. A framework for success is created when vocabulary is learned through a variety of strategies that meet individual needs. Providing this foundation gives students the opportunity to make connections with and build on their prior knowledge. Theoretical Framework Literacy is an essential component of education, including vocabulary development, and can be defined as, ―A malleable set of cultural practices shaped and reshaped by different – often competing and contending – social institutions, social classes, and cultural interests‖ (Freebody & Luke, 1990). Literacy is changeable depending on the individual, circumstances, and situations. The multifaceted concept of literacy is not simply stated and not perceived the same way by all people. Literacy is multidimensional and acquired based on numerous factors. Each individual’s background knowledge, culture, prior experiences, opportunities, and available resources, all contribute and have an effect on the acquisition of literacy. It is essential that educators explore the factors and build on the foundations that impact each student’s learning. Gee (2001) claims that acquisition is stronger than learning because when you acquire something, it becomes natural and fluent (2001). STRATEGIES TO BUILD VOCABULARY 5 Literacy is the key to personal, professional, and global growth in our world. Literacy teaching is not limited to guided reading and writing, rather, an ever-evolving term that involves the integration of technology, critical thinking, a variety of approaches, social interactions, etc. Literacy is not one single concept, but instead a combination of multiple ones – multiple literacies. The connection of in and out of school literacies is a significant aspect of effectively teaching literacy. When material is authentic and relatable for each individual student, learning is enhanced and much more effective. Research suggests that effective vocabulary instruction demands the presence of background knowledge and authentic experiences. Larson and Marsh (2005) claim that literacy is obtained through both direct teaching and acquisition in natural, meaningful ways. The sociocultural theory aligns well with vocabulary instruction. The theory has profound implications for teaching, schooling, and education. A key feature of this emergent view of human development is that higher order functions develop out of social interaction (Larson & Marsh, 2006). Sociocultural theory suggests that we must not limit our strategies and techniques solely to the individual, but also examine the external social world in which each individual’s life has developed. There is an emphasis on the importance of culture and social context in learning. The sociocultural theory is important to consider when examining and dissecting vocabulary acquisition and instruction. For example, parents who read books to their children at home, have significant impacts on the development of their vocabulary. Walsh (2008) explained that reading books to children provides opportunities for exposure and learning of words. Additionally, Marzano (2008) created a vocabulary program based on his book ―Building Background Knowledge for Academic Achievement‖. The program addresses the social influences that children face and uses their background knowledge to better develop vocabulary. As a result, STRATEGIES TO BUILD VOCABULARY 6 vocabulary is meaningful and relatable for children. Students are able to make connections between in-school and out-of-school practices (i.e. vocabulary words). Through participation in activities that require cognitive and communicative functions, children are familiar with the use of functions and practices in ways that nurture and scaffold them. The sociocultural theory emphasizes the importance of providing students with opportunities to connect with words through authentic experiences. Researchers and stake holders have expressed their opinions and supporting arguments, however the issue still remains, how can we build students’ vocabulary in an engaging and effective way? Literature Review A number of researchers have investigated the critical issue of building vocabulary. The different types of vocabulary acquisition, factors that affect vocabulary acquisition, and the variety of instructional strategies and techniques, are all significant concepts to consider when analyzing the research on vocabulary. Different Aspects of Vocabulary Acquisition Researchers (Bromley, 2007; Joshi, 2005; Shanklin, 2007; Walsh, 2008) address the acquisition of vocabulary in a contextual way. In summary, contextual vocabulary refers to active use of textual cues and prior knowledge to make meaning of a specific word without additional assistance from other people or dictionaries (Bromley, 2007; Joshi, 2005). According to Bromley, seventy percent of the most frequently used words have multiple meanings. When students put words in context, it is easier to unlock the meaning. Bromley also concluded that instruction that engages students in the meaning of new words and their letter, sound, and spelling patterns promotes more effective word learning than just analyzing context (2007). STRATEGIES TO BUILD VOCABULARY 7 Nelson and Stage (2008) carried out a study to assess the effects of contextually-based multiple meaning vocabulary. They used third and fifth grade students who varied in their initial vocabulary and comprehension achievement to assess the benefits of instruction using contextually-based multiple meaning vocabulary. The students were able to identify their initial understanding of the word by categorizing the words as 1. I never saw the word before. 2. I’ve heard of the word, but I don’t know what it means. 3. I think I know it – it has something to do with. And 4. I know the word – it means ―. ‖ in this context (2007). This beginning strategy activates the students’ prior knowledge or schema and ultimately makes them more responsible for their learning (Nelson & Stage, 2007; Marzano, 2008). The teachers who participated in the study carried out the six steps to the vocabulary instruction that they were trained in – A two-day lesson sequence, use of the pre-lesson activity, review of the target words meanings, having students write sentences for each of the related words, word meaning map, and have the students complete the understanding check (2007). The study showed greater gains f