All teachers are teachers of literacy, and must actively support the development of vocabulary within the classroom (Konza, 2011). There is no one simple solution to the problem of vocabulary acquisition, particularly for older students. However, research continues to support the assertion that explicit instruction is essential for vocabulary development. Hempenstall (2016) highlights that in an explicit instruction approach students are taught word meaning directly through the use of everyday language, rather than relying on dictionary definitions. The use of syntactical knowledge and morphology (root words, prefixes and suffixes) can aide in the process of vocabulary development, however, it is critical that students are provided the opportunity to engage with the same words frequently and across a variety of different contexts (Hempenstall, 2016). Ebbers & Denton (2008) identify a number of evidence-based teaching strategies specifically designed for adolescent students with reading difficulties:
Malatesha (2005) emphasises that effective instruction requires more than teaching students vocabulary through asking students to look for dictionary definitions. Students should not only know words, but should be provided with ample opportunities to use them in real world contexts (Malatesha, 2005). Additionally, Ebbers & Denton (2008) acknowledge the importance of a cross-content schoolwide approach to vocabulary development. Through this approach, teachers across all Key Learning Areas work collaboratively across the school to create a coordinated approach to vocabulary and provide students with the opportunity to engage with specific words across a variety of contexts (Ebbers & Denton, 2008).
Regardless of the specific approach taken for vocabulary development within the school, teachers need to create word-rich and word-aware classrooms, where new vocabulary is presented in authentic and relevant ways (Balchowics & Fisher, 2014). Time needs to be taken to stop and explore new words, and language needs to form the core component of all activities, which are delivered in engaging ways (Balchowics & Fisher, 2014). Balchowics & Fisher (2014) have created the three word mneumonic ‘Flood, Fast, Focus’ to aide in the teaching of vocabulary. Graphic OrganisersGraphic organisers can also be used to make word meanings and relationships visible and assist in constructing word meaning (Balchowics & Fisher, 2014).
- Explicit Instruction
- Teaching students to apply metacognitive strategies (to help them to ‘think’ about their thinking)
- Using questioning approaches (including self-questioning) to promote cognitive interaction with the text
- Using collaborative small groups to complete activities related to reading
- Promoting collaborative engagement in learning through providing all students with opportunities to verbally interact in the lesson
- Continually provide students with opportunities for practice, and regularly provide teacher feedback on this practice.
Malatesha (2005) emphasises that effective instruction requires more than teaching students vocabulary through asking students to look for dictionary definitions. Students should not only know words, but should be provided with ample opportunities to use them in real world contexts (Malatesha, 2005). Additionally, Ebbers & Denton (2008) acknowledge the importance of a cross-content schoolwide approach to vocabulary development. Through this approach, teachers across all Key Learning Areas work collaboratively across the school to create a coordinated approach to vocabulary and provide students with the opportunity to engage with specific words across a variety of contexts (Ebbers & Denton, 2008).
Regardless of the specific approach taken for vocabulary development within the school, teachers need to create word-rich and word-aware classrooms, where new vocabulary is presented in authentic and relevant ways (Balchowics & Fisher, 2014). Time needs to be taken to stop and explore new words, and language needs to form the core component of all activities, which are delivered in engaging ways (Balchowics & Fisher, 2014). Balchowics & Fisher (2014) have created the three word mneumonic ‘Flood, Fast, Focus’ to aide in the teaching of vocabulary. Graphic OrganisersGraphic organisers can also be used to make word meanings and relationships visible and assist in constructing word meaning (Balchowics & Fisher, 2014).