Podcast
Questions and Answers
Which statement describes the relationship between vocabulary and reading comprehension?
Which statement describes the relationship between vocabulary and reading comprehension?
- Vocabulary only affects writing skills.
- Vocabulary is the best single predictor of reading comprehension. (correct)
- Reading comprehension is independent of vocabulary.
- Vocabulary has no impact on reading comprehension.
In teaching the word invisible by breaking it into parts, which aspect of language was emphasized?
In teaching the word invisible by breaking it into parts, which aspect of language was emphasized?
morphology
What does the '30-million-word' gap refer to?
What does the '30-million-word' gap refer to?
the difference in the number of words heard by preschool children raised in high- and low-language family environments.
Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students?
Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students?
Which strategy would be the least effective for introducing a Tier 2 vocabulary word explicitly?
Which strategy would be the least effective for introducing a Tier 2 vocabulary word explicitly?
How many new word meanings should teachers aim to teach explicitly and thoroughly per week?
How many new word meanings should teachers aim to teach explicitly and thoroughly per week?
What practice is most effective for an accurate but slow reader?
What practice is most effective for an accurate but slow reader?
How should the vocabulary instruction of English Learners (ELs) be distinguished from that of native English speakers?
How should the vocabulary instruction of English Learners (ELs) be distinguished from that of native English speakers?
What types of words should a teacher prioritize before reading a text?
What types of words should a teacher prioritize before reading a text?
In research-based vocabulary instruction, what should a teacher emphasize?
In research-based vocabulary instruction, what should a teacher emphasize?
What does it demonstrate when good readers stop and reread a portion of the text for clarification?
What does it demonstrate when good readers stop and reread a portion of the text for clarification?
When do students acquire new knowledge faster from a text?
When do students acquire new knowledge faster from a text?
What is a valuable first step before reading a text with students?
What is a valuable first step before reading a text with students?
What best describes the comprehension process as it relates to reading?
What best describes the comprehension process as it relates to reading?
Which teaching strategy is most likely to help students construct a mental model of a text's meanings?
Which teaching strategy is most likely to help students construct a mental model of a text's meanings?
What have standardized tests of reading comprehension shown?
What have standardized tests of reading comprehension shown?
Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads?
Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads?
What activity would help students identify cohesive ties in a text?
What activity would help students identify cohesive ties in a text?
What kind of text structure organization is suggested by the topic sentence, 'Here are some easy steps for making pancakes'?
What kind of text structure organization is suggested by the topic sentence, 'Here are some easy steps for making pancakes'?
Give a good example to use while teaching students to identify compound sentences.
Give a good example to use while teaching students to identify compound sentences.
What criterion best describes a high-quality text for use in read-alouds or comprehension instruction?
What criterion best describes a high-quality text for use in read-alouds or comprehension instruction?
What is the recommended division of instructional time between word work and language comprehension for students still learning foundational reading skills?
What is the recommended division of instructional time between word work and language comprehension for students still learning foundational reading skills?
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Study Notes
Vocabulary and Reading Comprehension
- Vocabulary is the strongest single predictor of reading comprehension.
Morphology Instruction
- Teaching complex words like "invisible" involves breaking down components (in - vis - ible) to discuss their meanings.
Hart and Risley Study
- The "30-million-word" gap shows the disparity in words heard by children from high- versus low-language families.
Reducing the Vocabulary Gap
- Passive activities like watching children's TV are less effective in narrowing the vocabulary gap compared to more interactive methods.
Effective Vocabulary Teaching Strategies
- Repetitive spelling practices (writing a word multiple times) are the least effective strategies for teaching vocabulary.
Vocabulary Growth Expectations
- Students need to learn thousands of new words annually to meet grade-level expectations; teachers should aim to teach 10-12 words explicitly each week.
Improving Reading Skills
- For slow but accurate readers, instruction should target foundational skills that encompass various language aspects.
Vocabulary for English Learners
- English learners may require explicit teaching of even Tier 1 words to enhance understanding.
Prioritizing Vocabulary Words
- Focus on teaching words that are central to comprehending key meanings within texts.
Research-Based Vocabulary Instruction
- Effective vocabulary instruction emphasizes word relationships including antonyms, synonyms, categories, and semantic family connections.
Metacognition in Reading
- Good readers demonstrate cognitive flexibility and metacognition by reflecting and rereading when they encounter confusing text.
Background Knowledge and Text Comprehension
- Prior knowledge enables students to acquire new information more efficiently from relevant texts.
Setting Reading Purposes
- Establishing a clear purpose for reading enhances student understanding before engaging with a text.
Comprehension Process Overview
- The comprehension process involves making connections between the surface-level details and the underlying ideas in a text.
Building Mental Models
- Anticipating key takeaways and fostering background knowledge aids students in constructing mental models of text meanings.
Standardized Testing of Comprehension
- Research indicates that results from reading comprehension tests can vary based on content and format.
Teaching Text Structures
- Discussing story grammar elements is not relevant when teaching informational texts like the comparison of frogs and toads.
Identifying Cohesive Ties
- Activities such as connecting pronouns to their referents through arrows can help students identify cohesive ties in a text.
Text Structure Example
- The topic sentence "Here are some easy steps for making pancakes" indicates a process (time sequence) text structure.
Identifying Compound Sentences
- Example sentence: "The rain came but the team played on" serves well for teaching about compound sentences.
Criteria for High-Quality Texts
- High-quality texts for read-alouds should be re-readable for uncovering new meanings.
Instructional Time Allocation
- When focusing on foundational reading skills, allocate about 30-40 minutes for word work in a 90-minute reading lesson.
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