Research-Based Strategies
for Teaching Meaning
Vocabulary
Chulalongkorn University
Language Institute’s 6th
International Conference
Bangkok, Thailand
November, 2006
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The essence of Meaning Vocabulary
Instruction:
1. Helping students learn new
concepts or things and the words
that signify those things.
2. Helping students learn new words
for concepts and things they
already know.
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Some Definitions
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The Word things
•
•
•
•
The essence of all teaching is
teaching the things of the world: i.e.,
Objects: cells or hieroglyphics,
Feelings: remorse or empathy,
Actions: revolutions or osmosis, &
Ideas: mass or equity.
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Why Teach Meaning Vocabulary—
i.e.,
Things & Words?
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Reason 1 For Teaching Things &
Words
Learning new things and their words
changes or increases our perception
and organization of the world
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Linus Pauling
If I couldn’t find a place in my mind
for some new thing, I would change
my picture of the world until I
understood where it fit. Or I would
throw it out and come back to it later.
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Reason 2 For Teaching Things &
Words
Reading comprehension mandates
knowing the meaning (thing)
associated with words in the text
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Hirsch’s Cultural Literacy
•
•
•
•
•
•
•
•
1066
1492
The Alamo
birthday suit
boat people
Neils Boer
buck stops here
bull market
•
•
•
•
•
•
•
•
Mt. Everest
the prodigal son
Thomas Jefferson
Achilles’ heel
Geronimo
Adolph Hitler
Battle of Bull Run
bowdlerize
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When students do not know meanings
of words used in a written text,
comprehension often decreases.
• Jenkins, Stein, & Wysocki, 1984
• Nagy, Herman, & Anderson, 1985
• Stahl & Fairbanks, 1986
• Wittrock, Marks, & Doctorow, 1975
• Graves, 1984
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Well Elmo, Authors Use Many
Different Words to Say Similar Thing
• Because of the speedy reply, we
made a quick decision.
• Because of the speedy reply, we
made a hasty decision
• The waiter was prompt in giving us
our check.
• The clerk expeditiously processed
my registration.
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Reason 3 For Teaching Things &
Words
Learning new things and words
facilitates students’ abilities to use
words judiciously— which is much
valued in our society
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Four Goals of Teaching
Things & Words
1
Facilitate student’s innate curiosity
about things & words and joy in
learning them by:
a. increasing word consciousness
b. providing ongoing fun activities about
words
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2 Directly teach students those
things & words necessary for
school and learning
3 Develop students’ skills and
strategies for lifelong learning of
things & words
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4 Encourage reading—almost any
kind of reading—including comics
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Goal 1
The first goal is to reinforce the idea
that learning new things (new ideas,
new objects, new actions, and new
feelings) is natural, interesting and
stimulating—indeed, usually fun.
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• Increasing students’ word
consciousness
– Sightings of hard words
– Hard words you recently saw
• Provide ongoing fun activities about
words
– Puns, games, derivations of words
– Comics, comic strips
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Sample of Hard Words I Have Seen
in Comics Last Six Weeks
Miasma
Vanquished
Appeasement
Pike
Bindle
Counsels
Gullible
Venue
Implicate
Heinous
Skullduggery
Nefarious
Cabal
Loiter
Discharged
Diligent
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Use the Internet
Hundreds of Websites for word
references and word fun.
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Miriam-Webster Online
http://www.m-w.com/dictionary.htm
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But . . .
•
•
•
•
Infract
Infringe
Encroach
Enter by stealth
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OneLook.com
http://www.onelook.com
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Thinkmap Visual Thesaurus
http://www.visualthesaurus.com/online
E-mail: mwkibby@buffalo.edu
Password: readingclinic
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Word A Day from Wordsmith
calvity (KAL-vi-ti)
Baldness [From Latin calvities (baldness),
from calv-us (bald).]
“He wore his own hair—what there was left of it:
short tight curls round a shining calvity, though he
was in his thirties.
Patrick O’Brian: Post Captain;
W. W. Norton, 1990
wsmith@wordsmith.org
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Goal 2. Direct Teaching of
Meanings of Specific Words
THINK!
Are you teaching a new word for an old
thing, or teaching a new thing, to
which you will also attach a word?
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Immediately Learnable
Knowledge
Potentially Learnable
Knowledge
Thing Not Known, but have
Sufficient Prior Knowledge to
Conceptualize Thing with Verbal
or Graphic
Descriptions or Definitions:
e.g., pentimento
Thing Not Known and Cannot
Be Learned with Current
Prior Knowledge, Additional
Learning is Required before
Thing May Be Learned : e.g.,
kurtosis
Unorganized Knowledge
(Trivia)
Organized Prior
Knowledge
Fragmented Knowledge of
Thing that Cannot be
Recalled without External
Prompt, but is Capable of
Incorporation into Schema:
e.g., cadenza
Thing Known and
Organized in Schema, but
not activated by
Oral/Written Word and
may be Communicated
only by Description: e.g.,
philtrum
Recognition Knowledge
Word and Thing are
Comprehended in Listening
and Reading, but are not used
in Speaking and Writing: e.g.,
shrift (as in “short shrift”)
Production Knowledge
Word and Thing are Used
in Speech or Writing: e.g.,
toe
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Selecting Words to Teach
• Beck, McKeown, & Kucan Tier 1, 2 & 3 Words
– Tier 1—easy words that are part of everyday
speaking (do not teach)
– Tier 2—high frequency for mature language
users and found across variety of domains:
e.g., coincidence, absurd, fortunate
– Tier 3—low frequency words with specific
meanings, often technical: e.g., isotope, lathe,
refinery
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Direct Teaching of Words—
RINS
1. Define the thing’s Relevant
attributes
2. State its Irrelevant attributes
3. State Non-examples
4. Determine its relation to Similar
concepts
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Example: estuary
1. Relevant attributes: body of brackish
water, where the river meets the sea,
home to diverse marine life
2. Irrelevant attributes: size, location
(which ocean)
3. Non-examples: lake, stream, reservoir
4. Relation to similar concepts: relation to
delta, bay, wildlife refuge
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Basic Concept of Definition (CD) Map
Category
What is it?
Comparisons
Illustrations
What are some Examples?
Properties
What is it like?
Completed Concept Map for Desert
Category
What is it?
Properties
What is it like?
climate
rain
forest
less than 25
cm. of rainfall
no cloud cover;
winds dry land
desert
Comparisons
Mojave
Gobi
Sahara
Illustrations
What are some Examples?
heat radiates
into dry air at
night
Completed Concept Map for Atoll
Category
What is it?
Properties
What is it like?
geography
islands
ring-shaped
island
atoll
made of coral
Midway
nearly / totally
encircles a
lagoon
Comparisons
Bikini
Palmyra
Illustrations
What are some Examples?
Concept Definition
Category
Comparisons
Word or
Concept
Examples
Properties
Learning and Using Word Meanings
Derivation
Antonyms
Vocabulary
Word
Sentences
Synonyms
Goal 3
Helping students develop life-long
strategies for things and the words
that signify them.
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1. Teaching roots and affixes
2. Teaching dictionary skills
3. Teaching context clues
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1. Direct Teaching of Roots and
Affixes
• Latin and Greek roots and affixes are the
building blocks of many multi-syllabic words
• Knowledge of common root and affix patterns
and meanings facilitates word recognition
• This knowledge can improve overall reading
comprehension
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Direct Teaching of Dictionary
Skills
• Students will always need to know
how to use paper dictionaries, but
– Internet-based dictionaries,
– dictionaries on CD-ROM (including
CoBuild),
– hand-held electronic dictionaries
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3. Context for Word Meaning
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Our CVA Research
Contextual Vocabulary Acquisition: A
Computational Theory and Educational
Curriculum
A Pilot Research Project Supported by
NSF Grant # REC-0106338
William J. Rapaport
Michael W. Kibby
Co-Principal Investigators
University at Buffalo
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What is CVA?
CVA for short, is the active,
deliberate acquisition of word
meanings from text.
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CVA Results From
• the meaning gained from the text,
• focus given to the hard word(s)
• connection made between text
meaning and prior knowledge,
• reasoning used to hypothesize a
word’s meaning, and
• assessment of confidence in the
hypothesized meaning
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Why CVA is important?
• “Skipping” an unknown word in text
does not always result in missed
comprehension, but it often does.
• Skipping unknown words is a missed
opportunity to learn new words.
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Excellent 17-18 Year Old Readers
Think Aloud During CVA
• Sets of 5-17 texts, each text using same
hard word
• Consecutively read each text of a set
• Thought aloud when encountering hard
word in each text
• Stated hypothesized meaning (abduction)
• Recorded and transcribed verbal protocol
• Coded verbal protocol
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Summary of Our Research
Findings
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Context is better for helping
readers learn
words they DO NOT know for
things they do know
then for
things and words they DO NOT
know
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Context is much less helpful
in situations where readers
must learn both a new
concept/thing and the word
that signifies that thing
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For Nouns, Excellent Readers
Used 9 Analytical Processes—But
Not Consistently in this Order
1. Language clues: i.e., traditional
context clues, when available
a. Familiar expressions
b. Connected series
c. Morphological
2. Previous encounters with the word
a. Pre-think aloud
b. Previous passages
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CVA Processes observed continued
3. Global (reading comprehension
strategies)
a. Visualizing
b. Summarizing
c. Clarifying
d. Self-questioning
e. Insight
f. Confirming-confidence
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CVA Processes observed continued
4. Selective encoding—separate
relevant and irrelevant information
5. Selective combination—combine
relevant information, but not with
prior knowledge
6. Recall background knowledge—but
not linking it explicitly to the text
7. Selective comparison—combine
text information & prior knowledge
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CVA Processes observed continued
8. Abstract reasoning
a. Properties of hard word
b. Function of hard word
c. Comparison-contrast
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CVA Processes observed continued
9. Hypothesis
a. First hypothesis (first text)
i. State first hypothesis
ii. Test hypothesis
b. Prior hypotheses (due to method)
a. Confirms
b. Revises
c. Questions
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Teaching CVA Strategies
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Goals of a CVA Curriculum
1.
2.
3.
4.
Improve reading comprehension
Develop word consciousness
Increase meaning vocabulary
Increase confidence rating of
hypotheses
5. Increase interest in words and
motivation to learn more of them
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The Four Major CVA Strategies
1.
2.
3.
4.
Focus attention on hard words
Gather data and information
Generate a hypothesized meaning
Test hypothesized meaning
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1. Focus attention on hard word
1. Note there is a hard word
2. Got an intuitive (automatic) hunch or
synonym? Test it!
3. Is text considerate: i.e., are there
traditional context clues?
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2. Gather data and information
1. Reread sentence carefully
2. Try to think of a synonym to fit
3. Determine hard word’s part of speech
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2. Gather data and information continued
4. Summarize relevant text meaning to
this point
a. Separate relevant from irrelevant
text information (Sternberg’s
selective encoding)
b. Combine relevant text cues
(Sternberg’s selective combination)
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2. Gather data and information continued
5. Are there other words in text that
might be linked to hard word?
6. Activate prior knowledge—think how
your knowledge relates to hard word
7. Connect prior knowledge & relevant
text meaning (Sternberg’s selective
comparison)
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2. Gather data and information continued
8. (Reaction—imagine yourself in this
section of the text)
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3. Generate hypothesized meaning
1. Reword—reconstruct sentence so
hard word is the subject
2. Visualize the meaning of the text
3. Reasoning—combine text meaning &
prior knowledge (& reaction)
a. Noun reasoning strategies
b. Adjective reasoning strategies
c. Verb reasoning strategies
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3. Generate a hypothesized meaning continued
4. Hypothesize—state a hypothesized
meaning for hard word
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4. Test hypothesis
1. Replace the hard word with your
hypothesized meaning
2. Confirm / reject your hypothesized
meaning
a. If sentence makes sense,
continue
b. If sentence does not make sense,
start over or . . .
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Major Instructional Stages
and Teaching Strategies
1.
2.
3.
4.
Modeling through think-alouds
Scaffolding student think-alouds
Peer group application of CVA
Independent application of CVA—
including written think-alouds
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Do Not Model CVA With Words
Whose Meanings are Known!
• The missing aglet made the task
difficult.
• The missing aglet made threading
the shoelace difficult.
• The missing aglet meant the
shoelace had become frayed, so it
was difficult to thread.
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Example—perhaps ?
• In a chapter on golf in a book on
Scotland
– The combination of hitting for
distance with the final nicety of
approach to an exiguous mark
(ex zig’ you us)
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Words for CVA Teacher Modeling
& Student Scaffolding
• Teacher
modeling —
words whose
meanings I do
not know
– importunate
– execrable
– bastions
• Scaffolding
student CVA
think aloud
– lachrymose
– risible
– hummock
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Words for Peer Group and
Independent Application
• Peer Group
• Independent
– trig
– bartizan
– tatterdemalion
– hie
– vet
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Goal 4. Encouraging Leisure
Reading
WIDE READING
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“One of the most powerful
things we can do to
increase students’
vocabulary is to encourage
them to read as widely as
possible.”
Steven A. Stahl, 1999
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Questions, Comments, Criticisms
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Chulalongkorn University Language Institute, 6th International Conference, Bangkok, Thailand November 2006
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