Vocabulary Instruction
JoAnn Yaworski, Ph.D.
Department of Literacy
West Chester University of
Pennsylvania
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Vocabulary Research
What is a word?
What does it mean to know a word?
What is the most efficient way to assess word
knowledge?
Does vocabulary knowledge increase
comprehension?
What instructional methods should be used for
the acquisition of vocabulary knowledge?
What is a Word?
Do word endings count as separate
words? (e.g., walk, walking, walked,
walks
 Do derived words count as separate
words? (e.g., home, homeless,
homebase)
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What does it mean to know a
word?
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Never saw it before
heard it: but do not know what it means
recognize it in context
knows it well (can use it correctly)
1- unknown
2- acquainted
3- established
Word Knowledge
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Known words
New meaning for Known Words
New words representing known concepts
new words representing new concepts
clarifying/enriching meanings of known
words
productive vocabularies
Depth of Vocabulary Knowledge
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No knowledge
Generalization, e.g, Cats are animals
Application-- uses the word correctly
Breadth-- number of situations you can
apply it to
Precision-- can give precise meaning of
word
Availability-- can use it readily; working
vocab.
How do you measure word knowledge?
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Multiple Choice Limitations
– distractors may interfere w/ what student knows
– may elicit a correct response when, in fact, student does not
know the word
– does not distinguish between words that are well known and
words that are known vaguely
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Multiple Choice can:
– measure relative range or an individual’s vocabulary
– do correlate strongly with comprehension and intelligence
– rank student’s vocabulary development in relation w/ peers
How many words should a person
Know?
First grade-- 2,500- 26,000
College Student-- 15,000- 200,000
General agreement on 2,700-3,000 words/yr.
7 new words/day
Sources for Word Learning
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Incidental
–conversations
–movies
–books
–magazines
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intentional
–direct instruction
–dictionaries
–consulting sources
–learning situations
What is True about Vocabulary
Research?
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All methods are better than no instruction
no method has been consistently
superior
A variety of techniques create an
advantage
Repeated exposures creates an
advantage
Ways to Develop Vocabulary
Direct
Instruction
Recognition of
Sight Words
Expansion of
Meaning
Vocabulary
Generalizable & Reference
Transferable
Sources
Skills
Phonetic Analysis Dictionary
Structural
Analysis
Contextual
Analysis
Thesaurus
Teaching Sight Words
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Seeing (Chalkboard, flashcard, paper, labeling objects,
labeling pictures)
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Hearing (Spoken in Context)
Discussing (relate to children’s environment,
experiences, interests)
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Using (children name synonyms, use in phrases &
sentences)
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Defining (in their own words-- what does this word
mean to you?)
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Writing (children write words alone and in context)
Expansion of Meaning Vocabulary
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Usage
Synonym
Antonym
Classification
Exemplification
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Characteristics
Categorization
Comparison
Physical Relationship
Listing Component Parts
Usage
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Define each word by using it in a
sentence.
– Smell (We could smell the bacon frying.)
– though (I went to bed at seven though I
wasn’t really tired.)
Synonym
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Define each word by writing another
word that has a similar meaning.
– Car
– rock
– place
automobile
stone
put
Antonym
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Define each word by writing a word
that has a meaning opposite to the
word.
– lovely
– loud
– liquid
ugly
soft
solid
Exemplification
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Define each word by providing an example, a
picture, or the specific object.
– Animal
– Dog
– Painting
One type of animal is a dog.
Lassie is a dog.
The Mona Lisa is a famous painting.
The Importance of Categories
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(1) explain the theory behind definition through
characteristics, classification, and
categorization
(2) show students instructional strategies that
foster the development of these mental models
(3) have students create instructional activities
that teach children how to define words through
categorization.
Categories are Central to both
Schema Theory and Connectionism
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Schema Theory
– info fits into categories to create plans, skits,
scenarios, plays
– new info interpreted through prior knowledge
– info w/in categories adjusts to accommodate new
info
– example: War of the Ghosts
Categories Central...
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Connectionism
– pattern made up of bits of info
– parts adjust to create new categories
– Frisbee Model
– What is a Dog?
– Marching Band Formations- the information is in
the pattern
– Idea is category & we arrange bits of info to form
the category to create and make sense of
concepts
Women, Fire, & Dangerous Things
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I. Bayi: (human) males; animals
II. Balan: (human) females; water; fire; fighting
III. Balam: nonflesh food
IV. Bala: everything not in the other classes
Classification
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Define each word by indicating its
semantic features
– woman
– Lunch
– Watch
A woman is an adult female
human being.
Lunch is a light meal served at
midday.
A watch is a time piece, some
of which can be worn on the
wrist.
Characteristics
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Concepts have properties or attributes
– Animals ingest food and oxygen
– Pets are domesticated
– Dogs bark, have hair, exhibit loyalty
– Collies have long, shaggy hair
Characteristics (Cont.)
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Property relationships interact with
the class relationship:
– If Fido is a member of the classes
 collie
 dog
 pet
 animal
– then he inherits all the characteristics of
members of these classes.
Categorization
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In each group of words below, cross out the word that
does not belong. On the line above each group, write
a heading showing how the three remaining words are
related.
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 Brazilian Highlands
 Brazilian Interior
 Amazon Basin
 Brazilia
Comparison
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Define each word by providing an example and
a statement of how the example differs from the
referent.
– Ocean
– Yam
– Pen
An ocean is like a lake but larger.
A yam is like a potato but sweeter.
A pen is like a pencil but it uses ink.
Physical Relationships
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Define each word by showing the relationship of
a part to the whole and to the other parts which
adjoin it.
– Arm
An arm is a part connected to the hand and
shoulder of the human body.
– Page A page is a part of a book between the
and connected to the binding.
– Sleeve A sleeve is part of a shirt or jacket
connected to the shoulder and the cuff.
Phonetic Analysis
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Project- 16 Phonics Routines
Structural Analysis
Prefixes
 Suffixes
 roots
 inflectional endings
 compound words
 contractions
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Common and Invariant Meaning
Prefixes
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circum- circumvent
equi - equidistant,
extra - extracurricular
intra - intravenous,
intro - introvert
mal
- maladjusted
mis - misunderstand
non - nonprofit
syn - synonym
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Bi -bicycle
de -devalue
fore -forecast
in - indoors
pre -preschool
pro -pro-life
semi -semicircle
re - recall
un - unlock
Suffixes
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86 of 100 suffixes invariably indicate a
the part of speech to which they are
affixed
Most of these 86 provide additional
clues to word meaning
Compound Words
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B is of A. (A fishbone is a bone of a fish)
– sunburn, handshake, cottonball, riverbank)
B is from A. (Goatskin is skin from a goat.)
– sawdust, moonlight, horsehair, starlight, deerskin)
B is for A. (A dogleash is a leash for a dog.)
– bathroom, wallpaper, tearoom dishpan)
B is like A. (A boxcar is a car like a box. A bulldog is a
dog like a bull)
– cottontail, Batman, catfish, frogman
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B is A. (A nobleman is a man who is noble.)
– blueprint, blackbird, bluebird, pipeline, courtyard)
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B does A. (A racehorse is a horse that does race.)
– scrubwoman, towtruck
The Bicycle Man
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Playground
sportsday
headband
lunchtime
piggyback
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handlebar
red-haired
Ringmaster
afternoon
Teaching Compound Words
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Break compounds apart
Put words together to form compound
Vary the order of the list of word parts
Add appropriate and Inappropriate words to list.
Word Puzzles
– To live in a tent + earth = ___________
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(camp)
(ground)
Write definitions, draw pictures, use in sentences
Underline compounds in a paragraph
Contextual Analysis
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Project- Strategies for encouraging
children to recognize and use context
clues