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It argues that academic vocabulary instruction is essential for comprehension because students with limited vocabulary knowledge show lower reading achievement, especially as texts become more academically dense. Using action research in rural and urban middle school social studies settings, the authors examine strategies for helping learners access, discuss, and produce school-valued texts while addressing broader literacy gaps.",{"@graph":69,"@context":122},[70,84,105],{"@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/how-can-teachers-increase-classroom-use-of-academic-vocabulary/414365/",{"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/how-can-teachers-increase-classroom-use-of-academic-vocabulary/414365.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is academic vocabulary important for middle school students’ reading comprehension?","Question",{"text":112,"@type":113},"Because gaps in vocabulary knowledge limit low reading achievement and understanding dense academic texts. Active vocabulary practice helps young adolescents develop academic language and access valued school texts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors involve students in building academic vocabulary during class?",{"text":117,"@type":113},"They use a guided morphology brainstorming activity where students suggest words and add them to a growing list when they properly use a targeted prefix. The class counts and reviews the word list together.",{"name":119,"@type":110,"acceptedAnswer":120},"What research question guided the action research project?",{"text":121,"@type":113},"How to enhance young adolescents’ active engagement with academic vocabulary while engaging with texts in social studies classes, aligning with the idea that students should take an active role in learning new vocabulary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},414365,1791235472,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","page  \n16  \n Lisa Larson, Temoca Dixon, and Dianna Townsend   \nHow Can Teachers Increase Classroom Use of Academic Vocabulary?  \nMy seventh-grade students are  \nin their seats, shifting their  \ngazes between the large poster paper hanging on the white board, the colored markers in my hand, and the timer. The prefix re-is written on top of the page. As soon as I give my class the signal, hands shoot into the air, calling out words such as “rewrite, repost, redraw, reform”during a collective 10-minute brainstorm.  \nStudents suggest words and I add them to the growing list, if they properly use the prefix. Atthe end of 10 minutes, we count our words; it is a great list.  \nAt this point, I explain,“Once you learned the prefix re-, you packed your word bank.”(See Fig 1.) Then I flip through the posters from other classes and point out,“Yet, you still did not think of all the words other classes found. Once you  \nFigure 1. Example of a morphology brainstorming activity  \nunderstand word parts, you have access to an incredible number of words.” My students argued,“Ms. Dixon, why are we learning vocabulary in social studies?” I watched as my students looked at each of the lists, the class word wall, and back at me. I saw them realize what I had been trying to explain: active vocabulary practice is invaluable to their academic success. Why? Because active vocabulary practice helps young adolescent learners develop academic language and access academic texts.  \nAs social studies teachers, one teaching in a rural middle school and one teaching in an urban middle school, we value “rich vocabulary instruction”(Beck, McKeown, & Kucan, 2002, p. 108) . Given that our students are encountering increasingly academic texts in our classrooms, this type of instruction is exactly what they need in order to access those texts. Our students represent typical rural and urban populations from low socioeconomic backgrounds, and we see national achievement trends for these groups playing out in our classrooms. Since the National Assessment for Educational Progress (NAEP) began measuring reading achievement in 1992, the nation’s fourth and eighth graders have shown little to no growth (U.S. Department of Education, 2007) . Recently, our state adopted the Common Core State Standards (CCSS), developed by the National Governors Association Center for Best Practices, Council of Chief State School Officers. CCSS promises to increase the rigors of reading. With the evidence that students have difficulty with academic language, the new standards have the potential to further amplify the literacy gap.  \nA critical component to academic reading comprehension is understanding the vocabulary,  \nCopyright © 2013 by the National Council of Teachers of English. All rights reserved.  \nVoices from the Middle, Volume 20 Number 4, May 2013  \nLarson, Dixon, and Townsend | How Can Teachers Increase Classroom Use of Academic Vocabulary?  \nand gaps in vocabulary knowledge are a factor for low reading achievement (Harmon, Hedrick, & Wood, 2006; Kelley, Lesaux, Kieffer, & Faller, 2010; Lesaux, Kieffer, Faller, & Kelley, 2010) . In order to make sense of increasingly dense academic texts, middle-level students must possess strategies to understand and use words, which will, with other types of text-based support, increase comprehension. For these reasons, academic vocabulary has received a great deal of attention in both the research and practitioner literature (see Baumann & Graves, 2010, for an overview) . However, for our purposes, it is the definition provided by Flynt and Brozo (2008) that is most applicable to the classroom; academic vocabulary is “word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school”(p. 500) .  \nWhat Is Effective Academic Vocabulary Instruction?  \nAs part of an action research project, we examined and supplemented our practice for helping our students build academic vocabulary knowledge.","cbCaieMtpHYzC7oe","https://ap.wps.com/l/cbCaieMtpHYzC7oe","pdf",2095557,"English","# How Can Teachers Increase Classroom Use of Academic Vocabulary?\n## What Is Effective Academic Vocabulary Instruction?","[{\"question\":\"Why is academic vocabulary important for middle school students’ reading comprehension?\",\"answer\":\"Because gaps in vocabulary knowledge limit low reading achievement and understanding dense academic texts. Active vocabulary practice helps young adolescents develop academic language and access valued school texts.\"},{\"question\":\"How do the authors involve students in building academic vocabulary during class?\",\"answer\":\"They use a guided morphology brainstorming activity where students suggest words and add them to a growing list when they properly use a targeted prefix. The class counts and reviews the word list together.\"},{\"question\":\"What research question guided the action research project?\",\"answer\":\"How to enhance young adolescents’ active engagement with academic vocabulary while engaging with texts in social studies classes, aligning with the idea that students should take an active role in learning new vocabulary.\"}]","How Can Teachers Increase Classroom Use of Academic Vocabulary? | PDF",1790597354,15]