R E G I O N A L

E D U C A T I O N A L

L A B O R A T O R Y
achieve meaning. According to Dr. Judith Scott, this includes understanding how a word functions as a language unit and how word order can affect meaning. Knowledge of word parts (for example, that poly- means many) is also important. Teaching strategies include concept or semantic maps and semantic word analysis. Students can also learn prefixes, suffixes, and common roots for the many academic words with Latin or Greek origins. Enjoyment of and playfulness with words contribute to students word consciousness. An activity like Word Wizard, in which children pick a school word and report on its use, also promotes word consciousness. Although closing the achievement gap is still a challenge, participants left the Focus on Vocabulary Forum with a greater understanding of actions schools and educators can take to prevent that gap from widening. Jan Jenner is a Reading Specialist with the Pacific REL. 5
Photo courtesy of Kaiser Permanente

FOCUS ON VOCABULARY
Narrowing the Achievement Gap
B y J a n J e n n e r

hat does it mean to know a word? What role does vocabulary play in comprehension and reading achievement? How do you help students know words and know how words work to achieve meaning? Researchers and practitioners explored these questions at PRELs Focus on Vocabulary Forum held October 1-2, 2003. Participants explored vocabulary knowledge as a cause and a consequence of reading achievement.

Building Vocabulary
Researchers estimate that children learn at least one new word per day. Through active teaching, they can learn 6-10 words per week or about 400 words a year. The average child learns nearly 3,000 words through ordinary reading of moderately challenging text (or text in which 95% of the words are known). According to Dr. Steven Stahl, children learn most words from wide reading. There is a reciprocal relationship between reading volume and vocabulary. Despite individual differences in early reading abilities, vocabularies, and general cognitive functioning, reading volume is a robust predictor of vocabulary development, explains Dr. Anne Cunningham. Since children learn most words from wide reading, encouraging students to read frequently builds their vocabulary and cognitive ability.

too hard, not too easy. To learn words like nocturnal and emerge, children may require examples and more explanation. Complex words represent abstract concepts or ideas (like immune system). Telling children the category the word belongs to and how it differs from others in the category may help students learn these words. Giving synonyms and antonyms, examples of word use, and explanations of how the word fits the context may also help. To develop an understanding of complex words, children may need multiple exposures. Vocabulary instruction also consists of developing word consciousness, or an understanding of how words work to

s Recent research suggests that children learn most words through wide reading.

Vocabulary Instruction
Vocabulary instruction consists of teaching specific words to children as well as developing their understanding of how words work. Stahl identifies three categories. Simple words label concepts children already know. Teaching them may consist of giving a synonym or a brief definition. Goldilocks words are not

Forum Presenters
Presenters who shared their current work at the Focus on Vocabulary Forum included Dr. Diane August (August Associates); Dr. Isabel Beck (University of Pittsburgh); Dr. Andrew Biemiller (University of Toronto); Dr. Margarita Calderon (Johns Hopkins University); Dr. Maria Carlo (University of Miami); Dr. Anne Cunningham (University of California, Berkeley); Dr. Barbara Foorman (University of Texas, Houston); Dr. David Francis (University of Houston); Dr. Elfrieda Hiebert (University of California, Berkeley); Dr. Michael Kamil (Stanford University); Dr. William Nagy (Seattle Pacific University); Dr. Judith Scott (University of California, Santa Cruz); and Dr. Steven Stahl (University of Illinois, Urbana-Champaign).

Pacific resources for education and learning

Pa c i f i c E d u c ato r

January 2004