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Defines listening, speaking, reading, and writing vocabularies, including contrasts between hearing and deaf students in exposure, phoneme sounding-out, and spelling-pattern memorization. Discusses vocabulary knowledge size in English, annual learning demands, vocabulary intervention using three tiers, and practical teaching guidance such as avoiding dictionary dependence. Concludes with a myth vs fact about “grade level” vocabulary and recommends additional reading.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridge_of_vocabulary-vocabulary-types-intervention-tiers-and-key-myths/409657/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridge_of_vocabulary-vocabulary-types-intervention-tiers-and-key-myths/409657.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the four types of vocabulary and how do they relate?","Question",{"text":113,"@type":114},"The document lists listening, speaking, reading, and writing vocabularies. Spoken vocabulary forms the basis for written vocabulary, and growth in one type can facilitate growth in another.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does vocabulary development differ for deaf students?",{"text":118,"@type":114},"Deaf students may not get exposed to a listening vocabulary. Instead, with signing models they develop a “visual” listening vocabulary, and they rely on memorizing spelling patterns rather than using auditory memory to sound out words.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the three-tier vocabulary intervention model?",{"text":122,"@type":114},"Tier 1 focuses on basic words (e.g., happy, clean, fast). Tier 2 covers high-frequency, mature-language words with multiple meanings used in many settings, and the document notes about 7,000 words. Tier 3 targets low-frequency, subject-specific words for classes like science, math, and social studies.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},409657,1790706259,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":24,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","There are 4 types of vocabulary:  \n□ Listening □ Speaking □ Reading 􀀄 Writing  \nThe first two constitute spoken vocabulary and the last two, written vocabulary. Children begin to acquire listening and speaking vocabularies many years before they start to build reading and writing vocabularies. Spoken language forms the basis for written language. Each type has a different purpose and, luckily, vocabulary development in one type facilitates growth in another.  \nListening Vocabulary:  \nThe words we hear and understand. Starting in the womb, fetuses can detect sounds as early as 16 weeks. Furthermore, babies are listening during all their waking hours – and we continue to learn new words this way all of our lives. By the time we reach adulthood, most of us will recognize and understand close to 50,000 words. (Stahl, 1999; Tompkins, 2005) Children who are completely deaf do not get exposed to a listening vocabulary. Instead, if they have signing models at home or school, they will be exposed to a “visual” listening vocabulary. The amount of words modeled is much less than a hearing child’s incidental listening vocabulary.  \nSpeaking Vocabulary:  \nThe words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000 words for all their conversations and instructions.  \nThis number is much less than our listening vocabulary most likely due to ease of use.  \nReading Vocabulary:  \nThe words we understand when we read text. We can read and understand many words that we do not use in our speaking vocabulary.  \nThis is the 2nd largest vocabulary IF you are a reader. If you are not a reader, you can not“grow” your vocabulary.  \nWriting Vocabulary:  \nThe words we can retrieve when we write to express ourselves. We generally find it easier to explain ourselves orally, using facial expression and intonation to help get our ideas across, then to find just the right words to communicate the same ideas in writing. Our writing vocabulary is strongly influenced by the words we can spell.  \nThink about it:  \nWhen reading, a child with hearing will say all the phonemes related to a word to sound it out. They will then guess a word they know. This is dependent upon their lexicon (mental  \ndictionary) . Children would not guess a word they didn’t know. Deaf students do not use auditory memory to sound out a word. They mostly memorize spelling patterns. Therefore, students who are deaf typically use a reduced variety of words in writing while they are learning.  \nHow many words are needed for Vocabulary Knowledge?  \nThe English Language has a very large vocabulary, estimated to between 450,000 and  \n750,000 words (Stahl, 1999; Tompkins, 2005) . English has evolved from contact with AngloSaxon English, Spanish, French, Greek and Latin to name a few.  \nVocabulary learning can be demanding:  \nStudents must learn 3,000 words per year by 3rd grade.  \nOnly 400 words a year are directly taught by teachers to hearing students.  \nChildren with learning difficulties learn an average of 45-50 words per year making the gap large. This number may be even less for students who are deaf or hard of hearing since they may need word lists reduced in order to memorize spelling patterns. And they may not get the extra listening/incidental vocabulary exposure to reinforce the new words. Think about how many times you may “overhear” conversations or might listen in on two conversations at once. “Overhearing” does not happen as frequently to deaf/hard-of-hearing students. They can only “overhear” what they can see.  \nVocabulary Intervention involves three tiers:  \nTier 1 – basic words (happy, clean, fast)  \nTier 2 – high frequency words; mature language users; multiple meanings; used in many settings (cluster, sympathy, estimate)  \nTier 3 – low frequency, specific to classes such as: science/math/social studies (lathe, chasm, warp)  \nThere are approximately 7,000 words in Tier 2. Teach 400 per year or 10 per week. Research sho","cbCaikMMwHul78Mn","https://ap.wps.com/l/cbCaikMMwHul78Mn","pdf",31560,"English","# Vocabulary Types\n## Listening, Speaking, Reading, Writing\n## Vocabulary Knowledge and Learning Demands\n# Vocabulary Intervention\n## Three-Tier Framework\n## Teaching Recommendations\n# Myth vs Fact: Grade Level Vocabulary","[{\"question\":\"What are the four types of vocabulary and how do they relate?\",\"answer\":\"The document lists listening, speaking, reading, and writing vocabularies. Spoken vocabulary forms the basis for written vocabulary, and growth in one type can facilitate growth in another.\"},{\"question\":\"How does vocabulary development differ for deaf students?\",\"answer\":\"Deaf students may not get exposed to a listening vocabulary. Instead, with signing models they develop a “visual” listening vocabulary, and they rely on memorizing spelling patterns rather than using auditory memory to sound out words.\"},{\"question\":\"What is the three-tier vocabulary intervention model?\",\"answer\":\"Tier 1 focuses on basic words (e.g., happy, clean, fast). Tier 2 covers high-frequency, mature-language words with multiple meanings used in many settings, and the document notes about 7,000 words. Tier 3 targets low-frequency, subject-specific words for classes like science, math, and social studies.\"}]","Bridge_of_Vocabulary - Vocabulary Types, Intervention Tiers, and Key Myths | PDF",1790582798]