Speech/Language lessons in November will focus on building vocabulary skills. Vocabulary development is a basic building block of reading comprehension and written expression. According to Linda Diamond and Linda Gutlohn (2006): Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.
Components of vocabulary instruction
The National Reading Panel (2000) concluded that there is no single research-based method for teaching vocabulary. From its analysis, the panel recommended using a variety of direct and indirect methods of vocabulary instruction.
Research shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful. * *
Therefore, Mrs. DeYoung will focus on word-learning strategies that can be applied to a variety of contexts. Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis. In language groups we will be using context analysis to infer meanings of new words and morphemic analysis (identifying meanings of root words and suffixes) to define unfamiliar terms). Students will will also receive explicit instruction to identify synonyms, antonyms, and homonyms to acquire new vocabulary.
* *For more information, see "Teaching Vocabulary" by L. Diamond and L.Gutlohn in http://www.readingrockets.org/
