The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction

Abstract

The main purpose of vocabulary instruction is to enhance and support reading comprehension. This goal spans across the grade levels and different disciplines and is supported by a plethora of research. In recent years, a great deal of needed attention has been finally given to academic vocabulary and disciplinary literacy. To contribute to this body of knowledge, we believe it is critical to examine how the complex relationship between vocabulary and comprehension may be addressed in secondary content area classrooms, given the unique nature of the academic vocabulary students encounter daily in school. This conceptual paper contains the following: (1) definition of academic vocabulary; (2) description of what is known about the vocabulary–comprehension relationship; (3) conceptualization of the intersection of academic vocabulary and the vocabulary–comprehension relationship; and (4) instructional implications emerging from this intersection. Perhaps this conceptualization may provide disciplinary practitioners more insight to help them make decisions regarding vocabulary instruction.

Word Recognition and Reading Skills to Improve Reading Comprehension

“…According to Mofareh (2015), vocabulary is defined as the units of speech or writing needed to convey a message in written and spoken forms. Harmon and Wood (2018) stated that the aim of vocabulary instruction is to improve and advocate for deep reading understanding.…”

“…This coincides with Karademir and Ulucinar's (2017) step-by-step procedure that starts by decoding the message to later comprehend it. Additionally, Maximo (cited in Mofareh, 2015), Harmon and Wood (2018),…”

Analysis of Reading Comprehension Skills Reviewed from the Literacy Level of Reading Students in Higher Education

“…Read considered as practices, products, and a process. Weakness in reading comprehensions could too be interpreted as a failure for extract and obtain meaning from text that reads [11] Reading skills understanding is a very process complicated because involving various factors. Factors that are there are internal (from self reader alone ) and some are of nature external [12].…”

“What’s the Main Idea?”: Using Text Structure to Build Comprehension

“…Before FASCT instruction, teachers should follow best practices for reading aloud to students by activating background knowledge, previewing vocabulary that is critical to comprehension (Harmon & Wood, 2018), and reading the text aloud with expression and intonation in order to serve as a model of fluent reading for students (Rasinski et al, 2009) as well as stopping to think‐aloud or ask questions while reading. After the text has been either read aloud or independently, teachers may begin FASCT instruction following the steps outlined below (see Wijekumar et al, 2020, for more details).…”