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Literature Review
Background
As a first time teacher in a second grade classroom, I immediately realized that teaching
reading was a great area of interest of mine. However, it was an area that needed vast
improvement. Since reading is a crucial component of students literary success, I knew that it
was my responsibility as the teacher to engage my students reading in ways that would increase
their overall reading comprehension. To further explore this idea, I proposed a question:
What happens when vocabulary instruction is incorporated into second grade reading
workshop?
After analyzing my classroom demographics and exploring a variety of literature related to this
topic, the breakdown for my research fell into three distinct categories: the value of vocabulary
instruction, vocabulary instructional strategies, and English Language Learners learning needs.
The Value of Vocabulary Instruction
Guided reading, Running Records, scaffolding, and word work lay the groundwork for
second grade reading workshop. However, further exploration of reading workshop made it clear
that vocabulary was a large contributor to a childs understanding of a text; students who have
minimal vocabulary exposure are more likely to read below grade level than those individuals
with a vast array of vocabulary knowledge, (August et al., 2005, p. 50). Students have to
understand the challenging words and become aware of their meaning in order to gain new
knowledge as they read and explore new books (Braker, 2013, p. 28). Qian (as cited in Braker,
2013) echoes this idea by pointing out that the more words a learner knows, the more likely it is
that he or she will have a greater depth of knowledge for these words (p. 30). These experts

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agreed on one thing: through the use of daily vocabulary instruction, students will begin to get
the exposure necessary to enrich their literary understanding.
By exposing students to vocabulary instruction, studies value the role of vocabulary as
they indicate that students will become more successful when reading unfamiliar books. The
National Institute of Child Health and Human Development emphasized this by mentioning that
increasing vocabulary knowledge increases the number of texts students will be able to
understand (as cited August et al., 2014, p. 492). This idea connected to a Sibold, C. study which
enforced that vocabulary instruction is beneficial for elementary-aged students as it allows them
to better understand the material they are reading, (Sibold, 2011, p. 24). While many
researchers noted that vocabulary improves greater understanding of material discovered in
new books, Wallace, C. (2007) discussed how vocabulary implementation also provides students
the opportunity to not only read more books overall, but also develop the skills to read more indepth at a higher level. According to Wallace (2007), there is a need for continued attention
toward vocabulary development in young children considering the fact that students must
acquire sufficient vocabulary in order to read extensively (p. 190). This theory directly
correlated with data collected by August et al. (2014) on optimal approaches to reading
instruction for school-aged students. As discussed throughout various studies, students are likely
to increase their reading abilities with implementation of vocabulary instruction; research insists
that vocabulary is the key to deepening comprehension and overall reading improvement.
As a second grade teacher, my main objective was to lay the necessary groundwork for
students to improve their overall reading comprehension. While the research articles indicated
that there are countless strategies used to improve text understanding, vocabulary development

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is a major contributor to childrens reading comprehension (Newman & Roskos, 2012, p. 64).
Sibold (2011) supported this idea as she insisted that vocabulary instruction directly improves
students reading comprehension of textbook content (p. 24). To further develop this thought, I
analyzed the Taboada et al. (2012) comparative study regarding English-speaking and ELLs
understanding of general vocabulary. This study, conducted in a public school in Virginia, aimed
to explore the impact of reading comprehension and general vocabulary by using a pool of fifth
grade students. Based on their findings, it was clear they agreed that vocabulary and reading
comprehension go hand-in-hand as they explained, an extremely robust and enduring finding in
reading research is the significant contribution of vocabulary knowledge to students reading
comprehension (Taboada, 2012, p. 91). Vocabulary is also a crucial component of reading
workshop seeing that if students struggle to understand the meaning of key words and come
across a high number of unknown words, reading fluency decreases and comprehension
therefore becomes disrupted (August et al., 2005, p. 50). Based on the compiled results
indicated in various research articles, I chose to connect my personal desire of improving
students reading abilities to the idea that vocabulary instruction will increase reading
comprehension. In order to reach my goal, vocabulary lessons were implemented in my
classroom with the overarching hope that each of my second graders reading comprehension
would blossom into a deeper level. With this goal in mind, I decided to research different
implementation methods that would allow me to successfully instruct second grade vocabulary.
Vocabulary Instructional Strategies
After reading many different research articles, it was clear that vocabulary plays a large
role in increasing a students overall reading comprehension. Therefore, I searched for research

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literature that discussed strategies that could be utilized as tools when teaching vocabulary to
elementary-aged students. While the studies portrayed numerous strategies as advantageous
for vocabulary development, many authors reached the same underlying conclusion: direct
instruction, authentic learning, recalling background knowledge, and differentiation are the most
beneficial.
While reading literature regarding ways to improve overall reading comprehension, the
idea of using direct vocabulary instruction kept reoccurring. Even though it was proven to be
beneficial to teach in multiple facets during reading workshop, implementing explicit instruction
when teaching vocabulary improves language skills and is effective for students of all learning
backgrounds (Tran, 2006, p. 159). Block and Pressley (as cited in Gutirrez-Braojos et al., 2014),
built on this idea as they stated that the most beneficial way to teach students to build a strong
textual understanding is through direct instruction in comprehension strategies (p.10). In order
to accommodate diverse reading needs within a classroom, a main goal in my classroom, Sibold
(2011) insisted that relevant vocabulary implementation should be integrated into daily lessons
before, during, and after reading through direct instruction as effective vocabulary instruction
strongly relies on direct instruction (p. 25). Analyzing a variety of literature allowed me to
conclude that vocabulary instruction is highly successful when direct instruction is used to guide
students through the reading process.
In addition to the inclusion of explicit instruction during reading workshop, research
studies also articulated that using an authentic approach to teaching elementary-level
vocabulary holds a high value. As a way to increase a students academic vocabulary, instruction
that is open-ended and authentic will guide students towards a deeper understanding of

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unknown words (Purdy (as cited in Taboada et al., 2012, p. 90)). With the goal of making
vocabulary instruction authentic and meaningful, teachers need to pay close attention to the
context in which words are presented (Newman et al., 2012, p. 63). By integrating all content
areas together, students will begin to make real-world connections as authenticity is increased.
Developing a strong vocabulary repertoire is a lifelong skill that extends beyond the classroom
and is a necessity for all students. The instruction of authentic vocabulary in the classroom is
valuable because frequent, rich vocabulary instruction helps students notice words, understand
their meaning, and apply them properly (Feezell, 2012, p. 237). With the goal of applying
meaning to unknown words, studies indicated that implementing authentic learning into
vocabulary instruction is an effective teaching strategy one that I implemented into my
classroom research.
As I continued to research effective strategies for teaching vocabulary to elementaryaged students as a way to increase their overall reading comprehension, I noticed a common
theme amongst researchers: recalling students schema. By connecting new words to an
individuals prior knowledge through activation of relevant knowledge, studies showed that
students ability to make sense of new words increases (Gutirrez-Braojos et al., 2014). Braker
(2013) supported the idea that teachers need to acknowledge the schema [students] bring to
the classroom (p. 32). By doing this, students will be more prepared to learn new words which,
in turn, improves their reading comprehension (Braker, 2013, p. 32). Mihara, K. (2011)
conducted a study involving seventy-eight Japanese University students to determine the most
effective pre-reading strategy. From the research data, Mihara noted that comprehending a
text is an interpretive process involving the readers background knowledge and the text itself

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(Mihara, 2011, p. 51) which supported the theory of recalling on individual schema. By
addressing each students personal background knowledge in the classroom, studies suggested
that students are more likely to connect to the new information being taught. With this in mind,
not all instruction will be identical, as schema varies amongst each student. In order to
determine which techniques to use for overcoming these learning differences, I explored more
teaching strategies.
While there are many teaching approaches, there is a need to differentiate reading
workshop in order to reach more learners. When teaching vocabulary instruction, studies agreed
that differentiating instruction is crucial in accommodating the diverse needs of students within
a single classroom or school (August et al., 2014, p. 494). One way of doing this is by using the
Three Tier Model for Instruction (Beck et al., 2002). This teaching model places vocabulary
words into three categories: Tier 1 which consists of basic or common words, Tier 2 which
involves words that are used across the curriculum and multiple meaning words, and Tier 3
which is content specific vocabulary (Sibold, 2011, p. 24). By using this approach to vocabulary
instruction, teachers are able to differentiate their teaching by placing their students according
to their background knowledge and independent level. In order to successfully differentiate
vocabulary instruction, considering students word knowledge, accommodating the needs of all
students, and taking into account individual differences in learning abilities provides teachers the
opportunity to meet the needs of all learners in their classroom (August et al., 2014, p. 495). The
students needs and demographics became important for vocabulary differentiation within my
classroom. Noting the overwhelmingly high percent of English Language Learner students in my

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class and each of their unique language barriers, implementing strategies that were most
advantageous for each students needs led me to further explore ELL learning needs.
English Language Learners Learning Needs
Multiple studies suggested that vocabulary lays the groundwork to deepening reading
comprehension. However, based on the countless needs presented when learning a new
language, a primary group that lacks in-depth vocabulary exposure are those students who do
not speak English as their native language (August et al., 2005). Because of the barrier, research
showed that ELL students will benefit from vocabulary differentiation. August et al. (2005)
studied fourth grade Spanish-speaking and English native learners. Through this study, it was
discovered that ELLs have limited range of vocabulary coupled with a lacking depth of vocabulary
knowledge (p. 51). Therefore, as a teacher of ten ELL students, it was important for me to
recognize the language barrier and further consider its implications. Wallace, C. (2007) also
performed a study completed on both ELL and non-ELL students which found that English
Language Learners struggle with maintaining the reading comprehension necessary for success
in their appropriate grade level creating a barrier to a students ability to comprehend a text (p.
189). Due to the minimal exposure to unique words, ELL comprehension was impeded. With this
unfortunate disadvantage prevalent in my classroom, I expanded my search to find ways to assist
these learners.
In order to help ELL students become strategic readers who focus on vocabulary
development and to narrow the achievement gap, research suggested that it was necessary to
focus on some of the challenges students face with vocabulary development in order to advance
their reading comprehension (Braker, 2013, p. 29). Supporting this idea, Borreo and Bird (2008)

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made it clear that vocabulary needs to be a classroom priority in order to close the gap and grow
ELL students knowledge of the English language (Braker, 2013, p. 29). By focusing on the
vocabulary level of English Language Learners, Taboada et al. (2012) also believed that teachers
may find it beneficial to implement reading with vocabulary integrated into their instruction on a
routine basis as supported by the results from their research study regarding general vocabulary
and reading comprehension (p. 95).
Since research showed that English Language Learners tend to struggle with academic
vocabulary, teachers may find it helpful to focus quality instruction on extensive vocabulary
development in order to help ELLs become proficient readers (Wallace, 2007, p. 93). As a
teacher, it is crucial to reach out to all learners. According to Sibold, C. (2011), teachers can assist
students in developing word wealth and increase their understanding of subject matter by
reaching multiple meaning words and technical words (p. 28). Research also indicated that
English Language Learners require additional scaffolding in order to successfully grow in reading
comprehension (August et al., 2014, p. 495). Therefore, as a teacher of ten ELL students, I
differentiated my instruction and used the collective and agreed upon strategies in order to
reach all learning needs.
Literature Reflection
As a result of my research interest, I formulated a strong groundwork for implementing
vocabulary instruction into my second grade reading workshop. Additionally, I obtained a clear
understanding of the value of vocabulary development in students reading comprehension.
These research studies also discussed possible strategies that could be used as a tool for guiding
my personal vocabulary instruction. Lastly, understanding English Language Learners minimal

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exposure to complex words and their highly intensive learning needs related to reading, I
solidified my reasoning for selecting these learners to be my primary focus group for data
analysis research. The relevant literature suggested my thoughts related to the significant role of
vocabulary in the classroom as integral to developing reading understanding which is what led
me to my thought-provoking research topic. Using the information articulated in the various
research studies I explored, I became confident in my understanding of ways to successfully
implement vocabulary instruction into my second grade reading workshop as I primarily focused
on reaching the needs of English Language Learners.

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References
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary
development for English language learners. Learning Disabilities Research and Practice,
20(1), 50-57. Retrieved October 28, 2015.
August, D., Mccardle, P., & Shanahan, T. (2014). Developing literacy in English language
learners: Findings from a review of the experimental research. School Psychology Review,
43(4), 490-498. Retrieved December 14, 2015.
Feezell, G. (2012). Robust vocabulary instruction in a readers' workshop. Read Teach The
Reading Teacher, 66(3), 233-237. Retrieved January 15, 2016.
Gutirrez-Braojos, C., Fernndez, S. R., & Salmern-Vlchez, P. (2014). How can reading
comprehension strategies and recall be improved in elementary school students?
Estudios Sobre Educacin, 26, 9-31. Retrieved January 10, 2016.
Julianne, B. C. (2013). Linking vocabulary acquisition with word knowledge to improve reading
comprehension for ELLs. Illinois Reading Council Journal, 42(1), 28-36. Retrieved
December 22, 2015.
Mihara, K. (2011). Effects of pre-reading strategies on EFL/ESL reading comprehension. TESL
Canada Journal, 28(2), 51-73. Retrieved January 10, 2016.
Neuman, S. B., & Roskos, K. (2012). More than teachable moments: Enhancing oral vocabulary
instruction in your classroom. Read Teach The Reading Teacher, 66(1), 63-67. Retrieved
January 10, 2016.
Sibold, C. (2011). Building English language leaners' academic vocabulary: Strategies and tips.
Multicultural Education, 24-28. Retrieved December 14, 2015.

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Taboada, A., Bianco, S., & Bowerman, V. (2012). Text-based questioning: A comprehension
strategy to build English language learners' content knowledge. Literacy Research and
Instruction, 51(2), 87-109. Retrieved November 12, 2015.
Tran, A. (2006). An approach to basic-vocabulary development for English-language learners.
Reading Improvement, 43(3), 157-162. Retrieved November 13, 2015.
Wallace, C. (2007). Vocabulary: The key to teaching English language learners to read.
Reading Improvement, 189-193. Retrieved December 14, 2015.