Article2007

Vocabulary assessment: What we know and what we need to learn

P. David Pearson · Elfrieda H. Hiebert · Michael L. Kamil

338 citations0/0 files storedReading Research Quarterly

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that “vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects—that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptualization of its nature and relation to other aspects of reading expertise, most notably comprehension.”

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References

1991Handbook of reading research 2001Learning Vocabulary in Another Language 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1998Reading for Understanding: Toward an R&D Program in Reading Comprehension 2013Bringing Words to Life : Robust Vocabulary Instruction 1994Teaching and learning vocabulary 1991Teaching and Learning Vocabulary 2000Assessing Vocabulary

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