Multi-Dimensional Vocabulary
Instruction
The purpose of multi-dimensional
vocabulary instruction is to build a student’s
vocabulary by presenting opportunities to make
connections between words they know and words they do not know through relevant and cooperative
learning. By building a network of words, which are tied conceptually, a foundation of productive
vocabulary is built. The key in developing this foundation is the active processing of word meanings,
which scaffolds understanding of words and their uses while connecting word concepts (Rupley,
Logan & Nichols, W.D. (1998, 1999).
Technology can provide multimedia access using text, graphics, sound, and video. This can
offer a student multiple opportunities for a variety of learning styles. When the same content is
offered in multiple mediums, it builds multiple pathways in memory. More routes to the information
make it easier to recall. Both students with low- and high-level literacy skills benefit from time
spent reading; vocabulary is learned from context, and comprehension is improved if the difficulty
of the material presented is appropriate to the current reading level (Squires, 1995).
The criterion for Multi-Dimensional Vocabulary Instruction begins with the assumption that
we do not understand the text at all, but rather our mental representation of it. For this
representation to become meaningful and memorable, we need to make use of all the resources of
our mind, in order to:




achieve sensory and affective experience of the text
connect the text to our previous experiences of language and of life
fill in the gaps in the text to achieve our own continuity and completion
relate the text to our own interests, views and needs
In other words, we need to achieve multi-dimensional representation of the text in our
minds to facilitate meaning and achieve a lasting impression or imprint on our minds (Masuhara,
1998, 2000). The following activities demonstrate the use of multidimensional vocabulary
instruction based on active processing.
Multidimensional Activities
1. Concept Wheel
The concept wheel/circle is an instructional technique that builds on student’s background
knowledge, encourages brainstorming and discussion, and visually displays the connection between
previous conceptual knowledge and a new word. The goals in utilizing the concept wheel/circle are
to promote growth in vocabulary, conceptual understandings, and comprehension, and to activate and
extend the background knowledge of students (Rupley, Logan & Nichols, W.D. (1998, 1999).
Step 1. Introduce the concept to students, writing the word on the chalkboard.
Step 2. Ask students to generate a list of other words or phrases that come to mind when they
think of the target word.
Step 3. Lead a class discussion on students, responses.
Step 4. Write a list of words from their responses that fit appropriately with the target word on
the chalkboard.
Step 5. Direct students to find a definition of the word in the textbook, glossary, or dictionary.
Step 6. Read the definition of the target word and direct students to compare their generated
list of words with the definition.
Step 7. Direct students to look over the
words on the board very carefully and with the definition in mind to decide on at least three words
from the list that will help them remember the target word.
Step 8. Tell students to write their selected words in the concept wheel to help them remember
the concept (see example).
Reference: http://chs.smuhsd.org/learning_community/content_literacy/concept_wheel.html
2. Adventures in Vocabulary “WordGirl”
http://pbskids.org/wordgirl/
Fifth-grader Becky Botsford is a unique superhero. Not only
does she possess colossal strength to fight crime, but she also has an
equally colossal vocabulary.
Becky—otherwise known as WordGirl is cool and smart, but
not nerdy, so kids would think it is cool to have an appreciation for
words without being a geek. The show targets children ages 5–11.
The creators feel that children learn vocabulary best through stories
in which words are introduced in multiple contexts.
WordGirl is more than a cartoon for kids. This character has the explicit purpose of
building vocabulary and closing the gap for students who do not come from language-rich
environments. In doing so, instilling a love of language, and increasing reading comprehension.
Along with her monkey sidekick, Captain Huggy Face, WordGirl saves the world in various
situations with her powerful vocabulary. “Each 11-minute segment features two vocabulary words
that get reinforced continually throughout the show, and hopefully instills a curiosity of new words”
(Gillam, 1991). WordGirl purposely waits to introduce a new word’s definition until two-thirds
through the show. “By the time the meaning is exposed, children may have figured it out on their
own” (Gillam, 1991).
“If the three stages of learning are romance, mastery, and generalization, then TV is best
used to romance kids to learn a subject,” she says. “WordGirl’s focus is on great stories,
characters, and animation. If all those elements are working, then you can hook a child who may
come looking for laughs but leave a little smarter (Gillam, 1991)”.
3. Kidspiration: semantic mapping
This software helps a student to
establish a relationship among new and old
words by engaging students in brainstorming,
categorizing, labeling categories, and
discussing words (concepts) related to a
target word (Bos, D. S., & Anders, P. L.
1990). The student is able to toggle back
and forth from word view (to develop ideas)
and picture view (connect ideas).
4. Semantic Feature Analysis:
This strategy is a categorization strategy derived from the theoretical construct of
cognitive structure described by Frank Smith (1975). It is based on the manner in which human
beings organize knowledge. Semantic Feature Analysis is a systematic strategy for comparing and
contrasting characteristics that enables students to see how words are related. Begin with
concrete categories within the experiential background of students before moving to categories of
a more abstract nature. This is an easy strategy to use but the key is to move slowly.
Step 1. Select: Select a category name to begin the lesson. The category should be something
that is familiar to students.
Step 2. List Words: Once the category is selected, have the students suggest as many words as
possible for the objects or concepts that belong to the category.
Step 3. List Features: Decide which features (such as size, shape, and number) will be explored
in this category. Start with a few features and gradually increase this number as the students
become more familiar with the strategy.
Step 4. Indicate Feature Possession: Guide the students through the matrix (chart) to
determine if the categories share or have the features that have been listed. A simple =/- system
can be used.
Step 5. Discuss and Add Words and Features: Conduct a class discussion about the concepts.
At this point the students have indicated feature possession, and they should be asked to generate
new words to be added to the matrix and then to suggest new features to be analyzed.
Step 6. Complete and Explore the Matrix: Students proceed now to complete the matrix by
using the same feature-possession system as before, along with the new words and features.
Look for on
Purpose
Subjectively
Look
Objectively
Look
Conceptual
Object
Concrete
Object
Whole to
Part
perceive
observe
seek
find
focus
+
+
+
+
+
+
+
+
+
+
+
+
Table Reference: http://www.sfu.ca/~msevier/TESOL05voccol/M&Emergedsemfanl.rtf
5. Keyword method:
Mnemonic strategies are systematic procedures for enhancing memory. The word mnemonic
comes from Mnemosyne, the name of Greek goddess of memory. The keyword method, a mnemonic
strategy, has been shown to be effective with students who have learning difficulties and those
who are at risk for educational failure. According to the National Reading Panel, the keyword
method may lead to significant improvement in student’s recall of new vocabulary words (Squire,
1995). This sample lesson model targets two contextualized vocabulary words. The same model can
be adapted and used to enhance recall of vocabulary words in any commercial reading program.
Explain to students that you are going to show them how to use the keyword method, a useful
strategy for remembering the meanings of vocabulary words. Tell them you are going to model the
strategy twice, using the words archipelago and lunar.
Define the target word
Read aloud the following sentence from "Alaska Adventure."The
Aleutian archipelago stretches for more than a thousand miles. Then
tell students that an archipelago is "a group of islands."
2. Think of a keyword for the target word
To help remember the meaning of the word
archipelago, a group of islands, I am going to
think of another word, called a "keyword." The
keyword is a word that sounds like
archipelagoand also is a word that can be easily pictured. My keyword
for archipelago is pelican. Pelican sounds like archipelago and is the
name of a water bird with a very large bill.
3. Link the keyword with the meaning of the target word
Explain to students that the next step is to create an image of the
keyword pelican and the meaning of the target word archipelago interacting in some way. Tell
them it is important that the keyword and the meaning actually interact and are not simply
presented in the same picture. On the board, sketch a picture of a pelican flying over a group of
small islands.
Say: Look at the picture of the pelican flying over the group of islands.
Ask: Pelican is the keyword for what word? (archipelago)
Say: Yes, archipelago. To recall the meaning of the word archipelago, imagine a pelican flying
over a group of small islands.
3. Recall the meaning of the target word
Tell students that when they see or hear the word archipelago, they should first think of its
keyword and then try to remember the picture of the keyword and the meaning interacting.
Ask: What is the keyword for archipelago? (pelican) In the sketch, where was the pelican
flying? (over a group of islands)
Say: Right, over a group of islands.
Ask: So what does archipelago mean? (a group of islands)
6. Failure Free Reading
Failure Free Reading is a research-proven, multidimensional reading intervention designed
for your lowest performing readers in the 0-15th percentile range. It is based on the RTI method
by substituting non-phonic instruction, with multiple exposures to words in various contexts. These
interventions are inserted into the Tier 2 and Tier 3 levels of the RTI model.
The Three Levels of Assessment are:
(1) The Test of Rapid Response to Reading Intervention establishes a baseline at student’s
frustration level
(2) The 12-hour Short-Term Intervention
(3) The Compliance Solution Establishes Long-Term Intervention.
Failure Free Reading’s Rapid Response to Reading Intervention allows these students to
expand on their strengths while minimizing their weaknesses. For example, it allows students with a
“tin ear for sounds”, to learn to read without phonics. It also allows students with limited
experiences and language skills to learn to read as well.
Failure Free Reading can be used with students who have failed Tier 1 intervention. Failure
Free Reading is particularly strong with nonreaders in the No Child Left Behind reading subgroups:
limited English, special education, minority and low income. In special education, Failure Free
Reading works very well with severely Learning Disabled, Mild and Moderate Mentally Retarded as
well as Autistic, Emotionally Disturbed, Speech and Language and Deaf.
Combining explicit vocabulary instruction with a direct reading application is highly
effective. Steve Stahl and Marilyn Fairbanks (1986) summarized research on explicit methods of
teaching or promoting vocabulary growth. The general conclusion was that “vocabulary instruction”
is most effective when the program combines direct explanation of words with reading. This is the
why Failure Free Reading was created as a highly structured language development program that
directly teaches reading to students who otherwise would struggle with literacy.
Kevin's writing before Failure Free Reading
Passage: When I write my book it will be
about two little boys that had a friend on
the Sunday
Kevin's writing after only two sessions of Failure
Free Reading
Passage: It was a hot day and I have abandoned my
friend to go home. I need to make an adjustment to
being home. And I have to accompany my Mom to he
new store. On Monday I was absence. I think I am
accustomed of going by my friend house.
References
Bos, D. S., & Anders, P. L. (1990) “Effects of interactive vocabulary instruction on the
vocabulary learning and reading comprehension of junior-high learning disabled
Students.” Learning Disability Quarterly 13, pp. 31-42.
Masuhara, H. (2000). Is reading difficulty a language problem? Implications of neuro-scientific
research findings for reading pedagogy and materials development. The Language Teacher.
24 (2).
Rupley, W.H.,Logan J. W. and Nichols, W.D. (December 1998/January 1999). Vocabulary instruction
in a balanced reading program. The Reading Teacher, 52, pp. 336–346.
Smith, F. (1975). Comprehension and learning: A conceptual framework for teachers. Journal of
Teacher Education. 27, p.187
Squire, J. R. (1995) Language Arts. Handbook of Research on Improving Student Achievement.
Ed. G. Cawelti. Alexandria, VA: Educational Research Service
Stahl, S. A. and Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based
meta-analysis. Review of Educational Research 56, pp. 7–110.