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Title
Vocabulary and the simple
Content
One way of understanding the reading process and its
view of reading
comprehension
References
(Patricia F. Vadasy, J. Ron
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INSTRUCTION AND
READING
COMPREHENSION
(Nagy, 1998)
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not having this effect, teachers should know why not, and
what to do about it. The purpose of this report, then, is to
lay out, on the basis of the best available research, how
one can use vocabulary instruction most effectively to
improve reading comprehension. The term "vocabulary"
will be used primarily for reading vocabulary; it should
therefore be noted that the discussion will be relevant
primarily to students already past the initial stages of
reading, for whom learning new words means acquiring
new meanings, and not just learning to recognize in print
words already a part of their oral vocabulary. Although the
focus is on improving reading comprehension, some
connections will be made to other aspects of instruction,
linking vocabulary instruction and reading comprehension
with broader goals of the language arts program.
Examples of useful approaches to vocabulary
instruction--mainly, but not exclusively prereading
activities--will be presented for use or adaptation by
classroom teachers. The primary purpose, however, is
not to provide a smorgasbord of activities, but to provide
the teacher with a knowledge of how and why one can
choose and adapt vocabulary-related activities to
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Comprehension
Nation, 2000)
25 Books (electronics)
research.
Numerous scholars have discussed the value of shared
Vocabulary and
Comprehension
(Kesler, 2010)
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