Western Kentucky UniversityTopSCHOLAR®Applied Behavior Analysis (SPED 432) andIntervention Strategies for Literacy (SPED 431) Special Education, School of Teacher Education

12-2012

Vocabulary Strategies and ImplementationStacie BratcherWestern Kentucky University, stacie.bratcher297@topper.wku.edu

Brandon CroghanWestern Kentucky University, brandon.croghan328@topper.wku.edu

Katelyn BradshawWestern Kentucky University, katelyn.bradshaw959@topper.wku.edu

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Recommended CitationBratcher, Stacie; Croghan, Brandon; and Bradshaw, Katelyn, "Vocabulary Strategies and Implementation" (2012). Applied BehaviorAnalysis (SPED 432) and Intervention Strategies for Literacy (SPED 431). Paper 13.http://digitalcommons.wku.edu/appliedbehavior/13

Title: Vocabulary: Strategies and Implementation

By:

Stacie Hutchison (stacie.bratcher297@topper.wku.edu)

Brandon Croghan (Brandon.croghan328@topper.wku.edu)

Katie Bradshaw (Katelyn.bradshaw959@topper.wku.edu)

Faculty Advisor: Dr. Wanda Chandler

Abstract

Vocabulary is a critical factor in the development of individuals’ ability to convey information.

Information on this poster answers the question of ways to effectively implement implicit and

explicit research-based teaching strategies. Researchers conducted an online probe consulting

several articles discussing explicit strategies: keyword method, word walls, root analysis, and

implicit strategies: cloze procedure, context clues and incidental word acquisition. The authors

of this poster analyzed the information and divided the larger topic of vocabulary into

subtopics. Through the use of these subtopics, teachers in all content and grade levels can

implement vocabulary instruction. In conclusion, researchers found that teachers can

implement vocabulary instruction using these research based teaching strategies to increase

vocabulary acquisition for students with and without disabilities.

Handout:

By:

Stacie Hutchison (stacie.bratcher297@topper.wku.edu)

Brandon Croghan (Brandon.croghan328@topper.wku.edu)

Katie Bradshaw (Katelyn.bradshaw959@topper.wku.edu)

The two types of vocabulary are oral and print. A reader who encounters a strange word in print can decode the

word to speech. If it is in the reader’s oral vocabulary, the reader will be able to understand it.

Vocabulary is used in every content area throughout school from kindergarten to 12th

grade.

Vocabulary is most effectively taught through natural settings and meaningful experiences.

Types of Instruction:

1. Explicit (directly)

• Word Wall

o A systematically organized collection of words displayed on a wall or bulletin board in the classroom.

The goals include supporting the teaching of important general principles about words and how they

work, promoting independence on the part of young students as they work with words in writing and

reading and developing a growing vocabulary.

• Keyword Method

o Teaching a word cue to help student understand word when reading text. The goal of this method is to

create an easy cognitive link between the knowledge the student has about a related visual or definition

and the new vocabulary word.

• Root Analysis

o Teaching students the most common roots, prefixes, and suffixes to help the learning reader

understand definitions of new words breaking the rote word down into a root, prefix, or suffix they

already know to determine its meaning

2. Implicit (implied)

• Context Clues

o Sources of information outside of words that readers may use to predict the identities and meanings of

unknown words.

• Cloze Procedure

o Select words in a passage are omitted from the text and replaced with a line (or space). This procedure

requires students to use their knowledge of context to supply appropriate words and concepts to create

a meaningful passage.

• Incidental Word Acquisition

o Learning of new words as a by-product of a meaning-focused communicative activity, such as reading,

listening, and interaction. It occurs through multiple exposures to a word in different contexts.

Poster-APA Citation:

Hutchinson, S., Bradshaw, K., & Croghan, B. (2012). Vocabulary: strategies and implementation. Poster

session presented at the Kentucky Exceptional Children Conference, Louisville, Kentucky.

References

Alderson, J.C. ( 2007). Judging the frequency of English words. Applied Linguistics, 28, 383-409.

Blachowicz, C., Blachowicz, C. L. Z., & Fisher, P. (2010). Teaching vocabulary in all classrooms. (Vol. 4). Boston,

MA: Pearson.

Cunningham, P.M. (1999). The teacher's guide to the four blocks. N.C.: Carson-Dellosa.

Effective strategies for teaching vocabulary. (n.d.). Retrieved from http://www.k12reader.com/effective-strategies-

for-teaching-vocabulary/

Sitton, R. (1996). Increasing student spelling achievement. WA: Egger Publishing

Gruber, B. (1998). Instant word wall high frequency words. CA: Practice & Learn Right Publications.

Hirsh, D. & Nation, P. ( 1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a

Foreign Language, 8, 689-96.

Jalongo, M. R., & Sobolak, M. J. (2011). Supporting young children's vocabulary growth: The challenges, the

benefits, and evidence-based strategies. Early Childhood Education, (38), 421-429.

Nation, I.S.P. & Heatley, A. ( 2002). Range: A program for the analysis of vocabulary in texts [software]. Retrieved

from: http://www.vuw.ac.nz/lals/staff/paul-nation/nation.aspx (July 2010).