Abstract
It has been 9 years since the Congressionally appointed National Reading Panel made recommendations for literacy instruction that comprise a five-component framework of phonological awareness, phonics, fluency, vocabulary, and comprehension. Vocabulary, a critical pillar of literacy, has reciprocal and correlational relationships with reading achievement. The researchers piloted an observational instrument to determine the methods and materials K-3 teachers use to teach vocabulary in today’s classrooms. This brief evaluates a vocabulary observation tool the researchers developed to gather information from early childhood classroom settings in the midsouth region of the United States. Understanding materials utilized in various contexts will enable practitioners and researchers to address the significant disparity between vocabulary “haves and have-nots.” An examination of the instrument was conducted ( n = 18 raters at 3 ratings apiece for 45 trials) to determine reliability and validity of observations. Reliability was addressed via training with discussion and resolution of ratings from video of vocabulary instruction. Validity was analyzed via multidimensional scaling (MDS) to visually portray ratings along the dimensions of student or teacher control. From this data, we were able to determine the number of possible senses (auditory, visual, kinesthetic, smell, and taste) students used. Results indicated observer ratings ( n = 45) clustered or separated material-type consistently indicating variance along both dimensions. The researchers are currently applying this piloted instrument in a large-scale study to depict teachers’ vocabulary material use. Understanding vocabulary materials and contexts of their use may lead to more effective vocabulary curriculum, instruction, and assessment.
Highlights
Comprehension is the overall goal of reading and as such, researchers and practitioners wrestle with how to facilitate students’ routes to understanding what they have read
Researchers have documented the correlational relationship of vocabulary knowledge to reading comprehension and to overall academic success (Baumann, Kame’enui, & Ash, 2003; Becker, 1977; Davis, 1942)
Systematic vocabulary instruction of targeted words stands in stark contrast to earlier word learning that arose naturally in multiple contexts in children’s home environments and was centered on their needs and interests
Summary
Comprehension is the overall goal of reading and as such, researchers and practitioners wrestle with how to facilitate students’ routes to understanding what they have read. SAGE Open (2006) call talk between caretaker and child, “the social dance of language” where infants and children receive and learn words through chitchat, purposeful talk, storytelling, book reading, songs, conversation, and other forms of oral language that take place in the child’s environment. These early experiences are the first steps toward vocabulary building. That our search consisted primarily of scanning the research literature base addressing vocabulary acquisition
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
