Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers

2009 ◽  
Vol 25 (2-3) ◽  
pp. 205-220 ◽  
Author(s):  
D. Bruce Taylor ◽  
Maryann Mraz ◽  
William D. Nichols ◽  
Robert J. Rickelman ◽  
Karen D. Wood
Keyword(s):  
Struggling Readers ◽  
Explicit Instruction ◽  
Vocabulary Learning

Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 262-269 ◽  
Author(s):  
Gentry A. Earle ◽  
Kristin L. Sayeski
Keyword(s):  
Struggling Readers ◽  
Reading Disabilities ◽  
Special Educators ◽  
Explicit Instruction ◽  
Strong Predictor ◽  
Reading Failure ◽  
Systematic Instruction ◽  
Alphabetic Principle ◽  
Letter Sound ◽  
Common Misconceptions

Letter-sound knowledge is a strong predictor of a student’s ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology, an understanding of how sounds are organized within language. This can result in difficulty grasping the alphabetic principle, the knowledge of the relation between speech sounds and the letters/letter patterns that represent them. Research has demonstrated the benefits of intensive, explicit instruction for developing struggling readers’ capacity to identify phonemes and apply knowledge of phoneme-grapheme correspondence for decoding. In this article, common misconceptions and basic tenets of effective letter-sound instruction are provided to help special educators and reading interventionists plan for effective phoneme-grapheme correspondence instruction for students with reading disabilities or who are at risk for reading failure.

Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

2017 ◽  
Vol 21 (2) ◽  
pp. 133-145 ◽  
Author(s):  
Amy M. Elleman ◽  
Laura M. Steacy ◽  
Natalie G. Olinghouse ◽  
Donald L. Compton
Keyword(s):  
Struggling Readers ◽  
Vocabulary Learning ◽  
Word Characteristics

scholarly journals Sustainability of Vocabulary Teaching after Explicit Instruction in Kindergarten Children

2018 ◽  
Author(s):  
İsmail Zeki Dikici ◽  
Naciye Kunt
Keyword(s):  
Word Recognition ◽  
Explicit Instruction ◽  
Vocabulary Learning ◽  
Kindergarten Children ◽  
The Other ◽  
Word Recall ◽  
Semantic Mapping ◽  
Vocabulary Retention ◽  
New Words ◽  
Semantic Associations

This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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