VOCABULARY: NEEDED IF MORE CHILDREN ARE TO READ WELL

Andrew J. Biemiller

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

Abstract

Vocabulary has long been recognized as a strong determinant of reading success. Despite the importance of vocabulary knowledge, very little information is available about effective strategies for vocabulary instruction in elementary grades and there is a paucity of data on the relative merits of the different programs that are designed to promote vocabulary growth in elementary children. Available information indicates that, until they reach about grade three, children’s vocabulary knowledge is largely determined by informal factors such as parental interaction and other incidental sources such as the TV. In this article, I will address the following topics: (a) individual differences in vocabulary acquisition, (b) the amount of vocabulary needed for successful learning, (c) the predictable sequence of vocabulary acquisition, (d) the need for direct instruction for vocabulary growth, and (e) promising methods for promoting vocabulary knowledge.

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References

1991Handbook of reading research 1998Meaningful Differences in the Everyday Experience of Young American Children 1997Early reading acquisition and its relation to reading experience and ability 10 years later.1993Vocabulary Development: A Morphological Analysis 1986The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis 1989Exposure to Print and Orthographic Processing 2001Connecting early language and literacy to later reading (dis) abilities : Evidence, theory, and practice 1991The Nature of Vocabulary Acquisition

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2007Interaction Design and Children 2015Impaired Statistical Learning in Developmental Dyslexia 2013Vocabulary size revisited: the link between vocabulary size and academic achievement 2015Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool 2008The development of vocabulary in English as a second language children and its role in predicting word recognition ability

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