In The Media: Expanding Students' Experience With Academic Vocabulary

McKeown, Margaret G.; Crosson, Amy C.; Artz, Nancy J.; Sandora, Cheryl; Beck, Isabel L.

doi:10.1002/trtr.1179

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…A few studies of vocabulary programs have addressed students' word consciousness through various word-based activities (Baumann et al, 2009;Graves & Watts-Taffe, 2008). Instructional activities that have been hailed as contributing to students' enthusiasm about words include use of riddles or puns to make word learning engaging (Blachowicz & Fisher, 2004;Scott & Nagy, 2004;Zipke, 2008) and encouraging students to collect and track sophisticated vocabulary words outside of school as a way to make word learning more relevant to their lives (Graves, 2006;McKeown, Crosson, Artz, Sandora, & Beck, 2013). These activities are thought to increase students' interest and curiosity about words, which makes them more likely to attend to words in their environment, as well as in their speech, writing, and reading.…”

Section: Defining Talk To Promote Word Consciousnessmentioning

confidence: 99%

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Neugebauer¹,

Gámez²,

Coyne³

et al. 2017

The Elementary School Journal

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A proposed avenue for increasing students' vocabulary knowledge and reading comprehension is instruction that promotes students' enthusiasm and attention to words, referred to as word consciousness. This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word learners and whether this type of talk is associated with student gains in general vocabulary knowledge. Using videotaped classroom (N p 27) observations, this study found evidence of word consciousness talk, with variability of use across classrooms. Multilevel modeling revealed that this kind of teacher talk-operationalized as reinforcing students' use of words, affirming students' recognition of word meanings, and helping students make personal connections to words-was positively associated with student gains in general vocabulary knowledge at the end of kindergarten. Findings from this study can provide guidance for teachers seeking strategies to increase students' general vocabulary knowledge, beyond words taught.

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Section: Defining Talk To Promote Word Consciousnessmentioning

confidence: 99%

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Neugebauer¹,

Gámez²,

Coyne³

et al. 2017

The Elementary School Journal

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“…Educators agree that effective vocabulary instruction should include several components. Definitions should be taught, the unfamiliar words should be modeled in sentences, students should be exposed to the words in multiple contexts, and students should be active in learning the words (Biemiller & Boote, ; McKeown, Beck, Omanson, & Pople, ; McKeown, Crosson, Artz, Sandora, & Beck, ; NICHD, ; Stahl & Nagy, ). Vocabulary instruction in the current study was guided by these recommendations.…”

mentioning

confidence: 99%

Vocabulary Learning: Sentence Contexts Linked by Events in Scenarios Facilitate Third Graders’ Memory for Verb Meanings

Chilton

Ehri

2015

Read Res Q

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An experiment compared the impact of more and less semantically connected sentence contexts on vocabulary learning. Third graders (N = 40) were taught the definitions and meanings of six unfamiliar verbs: anticipate, attain, devise, restrain, wield, and persist. The verbs were embedded in four sets of sentences written to fill syntactic and semantic slots that fully activated the verbs' meanings. Students were randomly assigned to one of two conditions. In the cohesive condition, the verbs were embedded in sentences that contributed events to a common scenario such as a birthday party, hence creating semantic connections among the verbs and other content words in the sentences. The meanings of the verbs bore no inherent relationship to the scenarios, so connections arose from the sentence contexts. In the unconnected condition, the verbs were embedded in sentences that were equally meaningful but described independent, unrelated events and hence minimized semantic connections among the verbs and sentences. An experimenter read definitions and sentences orally while students followed along in print. The hypothesis tested was that students would learn verb meanings better in cohesive than unconnected contexts. This was confirmed on posttests assessing memory for definitions, sentence generation, and correct verb usage in sentences. Explanations of the effect of context cohesion on vocabulary learning are drawn from latent semantic analysis and schema theory. Word-reading skill was a stronger predictor of students' vocabulary learning than their general vocabulary knowledge despite no need to decode words, suggesting the contribution of orthographic mapping to vocabulary learning.

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“…Word knowledge consists of knowing the meaning of a word and how it works (Kucan, 2012). Thus, deep word knowledge is understanding the text which contains the word and using the target word in speech and text (Mckeown, Crosson, Artz, Sandora, & Beck, 2013). Learning vocabulary is a process which is not limited to the classroom and it is a lifelong activity (Nazir, 2017).…”

Section: Importance Of Vocabularymentioning

confidence: 99%

Effects of pictorial instruction vs textual glossing of phrasal verbs in Iranian EAP reading classes

Latifirad¹,

Rezvani²

2018

IJRSE

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This study was an attempt to explore the effects of pictorial instruction and textual glossing technique for teaching phrasal verbs in Iranian EAP reading context. First, 28 homogeneous students who had the same language proficiency level and were checked for their vocabulary and phrasal verbs knowledge were divided into two experimental groups. One group was assigned as pictorial group who received the picture instruction of phrasal verbs within EAP reading text, while the other group was the textual glossing group and the participants received the phrasal verbs within EAP reading texts by glossing technique. The results indicated that the pictorial group showed improvement in their knowledge of phrasal verbs while there was not such a change in the glossing group. Furthermore, the comparison of these two groups showed that there was a significant difference between them and the pictorial group outperformed glossing group. The findings of the present study can help EFL language teachers and materials developers in teaching phrasal verbs.

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In The Media: Expanding Students' Experience With Academic Vocabulary

Cited by 9 publications

References 11 publications

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

Vocabulary Learning: Sentence Contexts Linked by Events in Scenarios Facilitate Third Graders’ Memory for Verb Meanings

Effects of pictorial instruction vs textual glossing of phrasal verbs in Iranian EAP reading classes

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