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The article argues that many common approaches—dictionary lookups, writing definitions, word lists, rote memorization, and quizzes—do not match what research and theory indicate about word learning. 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Many teach-  \nPressley, 2002) . Fluent readers recognize and understand many words, and they read more quickly and easily than those with smaller vocabularies  \n(Allington, 2006; Samuels, 2002) . Students with large vocabularies understand text better and score higher on achievement tests than students with small vocabularies (Stahl & Fairbanks, 1986) .  \ners know they need to do a better job teaching vocabulary to students who find reading difficult (Tompkins & Blanchfield, 2004). Teachers also know that one of the challenges of struggling middle school readers is their limited vocabulary and knowledge of the world (Broaddus & Ivey, 2002). While teaching vocabulary well in every curriculum area is only one aspect of developing engaged and successful readers, it is a key aspect.  \nTraditional vocabulary instruction for many teachers involves having students look words up in the dictionary, write definitions, and use words in sentences (Basurto, 2004). Word lists, teacher explanation, discussion, memorization, vocabulary books, and quizzes often are used in an effort to help students learn new words. But these methods ignore what research and theory tell us about word learning and sound vocabulary instruction.  \nVocabulary is a principle contributor to comprehension, fluency, and achievement. Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70–80% ofcomprehension (Davis, 1972; Nagy & Scott, 2000;  \nWhat should middle and highschool teachers understand about word learning? This article discusses nine things teachers may have forgotten (or have never known) but need to remember about words and word learning to be effective teachers of vocabulary and their content area. Suggestions for classroom practice related to each idea are provided.  \n1. English is a huge and unique collection of words. English is three times larger in total number of words than German and six times larger than French. Three out of every four words in the dictionary are foreign born. Many words are pronounced the same in both languages (Lederer, 1991), including camel (Hebrew), zoo (Greek), shampoo (Hindi), and opera (Italian) . English grows and changes daily with neologisms (new words) from science, technology, and our culture. Things to do:  \n• Teach students words recently added to the Merriam-Webster’s Collegiate Dictionary (2005; [www.m-w.com/info/new_words](www.m-w.com/info/new_words)  htm), such as cybrarian (noun)—a person  \n528 JOURNAL OF ADOLESCENT & ADULT LITERACY 50:7 APRIL 2007  \nNine things every teacher should know about words and vocabulary instruction  \nwho finds, collects, and manages information from the WorldWide Web.  \n• Invite students to create their own lists of words and the definitions they think will soon be added to the dictionary. Have them find these words in our spoken language, their reading, the news, and other media.  \n• Give students a passage that contains words like good, nice, said, and happy. Have them work in pairs using dictionaries and thesauruses to find substitutes for these overworked words. Find an online thesaurus (e.g., [http://thesaurus.reference](http://thesaurus.reference). com/search?r=2&q=suggest) . Then, have students rewrite the passage and share it with the class to show how they have made it more interesting and powerful.  \n• Have students edit one another’s work using dictionaries and thesauruses to find and suggest more descriptive words.  \n2. The rules of English are simple and consistent compared to other languages. Despite the belief th","cbCaivBloMeGFTI3","https://ap.wps.com/l/cbCaivBloMeGFTI3","pdf",219419,11,"English","# Nine things every teacher should know about words and vocabulary instruction\n## Key principles of effective vocabulary teaching\n## Classroom practice suggestions","[{\"question\":\"Why is vocabulary instruction important for reading development?\",\"answer\":\"Vocabulary strongly contributes to comprehension, fluency, and achievement. Word meanings make up a large portion of comprehension, and vocabulary development both results from comprehension and supports it.\"},{\"question\":\"What traditional vocabulary methods does the article criticize?\",\"answer\":\"It criticizes approaches like dictionary lookups, writing definitions, using words in sentences, and relying on word lists, teacher explanation, memorization, vocabulary books, and quizzes when they conflict with research on how words are learned.\"},{\"question\":\"What does the article suggest for classroom practice when teaching English words?\",\"answer\":\"It recommends activities such as teaching words recently added to dictionaries, having students create personal word lists and definitions, using passages with common overworked words and having students find substitutes via dictionaries and thesauruses, and editing peers’ work to suggest more descriptive word choices.\"}]","Nine things every teacher should know about words and vocabulary instruction - read online | PDF",1790594710,28]