Learn How it Works
Practice Explanation
Core reading programs typically do not include adequate instruction in vocabulary for English learners, so districts and schools will need to develop a framework of essential words to be taught explicitly and in-depth. Vocabulary instruction should be emphasized in all parts of the curriculum and include common English words and phrases as well as content words.
The expert panel recommends vocabulary instruction with the following characteristics:
- focus on a limited number (8-10) of target words each week
- provide multiple exposures of target words through reading, writing, listening, and speaking
- use student-friendly definitions
- make active use of words in meaningful contexts
- include regular review.
Lists of essential words can be drawn from the core reading program and content textbooks. English learners will also need explicit instruction in the meanings of common English words and expressions that are not part of their speaking vocabularies. (Based on Carlo et al. (2004) – see research references)
Example:
In fifth grade, the teacher introduces 10-12 target words each week on Monday for which students receive 30-45 minutes of daily instruction and practice with the words. Learning activities include discussions with word meanings, cloze activities, and word analysis. On Friday, students review the words taught over the previous four weeks.
Research Evidence
Level of Evidence: Strong
The expert panel based the recommended practice on three studies (including two randomized controlled trials) of the direct impact of vocabulary instruction on reading that were conducted with English learners as well as a large body of research associated with vocabulary development in native English speakers. One of the randomized controlled studies that demonstrated potentially positive effects for English learners on reading comprehension and vocabulary met the What Works Clearinghouse standards with reservations (because of differential attrition).
The panel noted that additional studies of effective reading interventions included explicit teaching of vocabulary, but were not designed to permit determination of the specific effects of vocabulary instruction. Those include studies of reading interventions reported by the What Works Clearinghouse as producing potentially positive effects.
Key Research
1. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., et al. (2004).
Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms.
Reading Research Quarterly, 39, 188-215.
The study examined the effects of the Vocabulary Improvement Program (VIP) on fifth grade students, both English learners and English-only students, in a randomized controlled study. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. The What Works Clearinghouse reviewed the study and found the program had a potentially positive impact on both reading achievement and English language development for English learners, although gains were not statistically significant.
——————————————————————————–
2. National Institute of Child Health and Development. (2000).
Report of the National Reading Panel—Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
The National Reading Panel reviewed numerous methodologically sound studies on explicit vocabulary instruction with native English speakers, including those with techniques similar to those tested in studies with English learners. The research about the results of studies of vocabulary is summarized in Part I of Chapter 4 on Reading Comprehension in the National Reading Panel report.
——————————————————————————–
3. Perez, E. (1981).
Oral language competence improves reading skills of Mexican American third graders.
Reading Teacher, 35, 24-27.
The randomized controlled study showed an effect on reading comprehension from extended vocabulary. instruction.
——————————————————————————–
4. Rousseau, M. K., Tam, B. K. Y., & Ramnarain, R. (1993).
Increasing reading proficiency of language-minority students with speech and language impairments.
Education and Treatment of Children, 16, 254-271.
Using a multiple baseline design, researchers found that discussion of key words prior to text reading along with teacher reading of the text prior to study reading resulted in a positive impact on oral reading and reading comprehension.
Practice Overview
Provide extensive and varied vocabulary instruction throughout the day.
To learn the words necessary to read English well, students must be taught vocabulary through formal instruction and language-rich settings in and out of the classroom. more >>
What the research has shown
The expert panel based this recommendation on three studies that were conducted with English learners as well as a large body of research on vocabulary development in native English speakers. more >>
Teaching Vocabulary to English Learners
Learn about teaching strategies for developing vocabulary. (13:28 min)
Download Transcript & Details
Expert Interviews
Techniques for Teaching Vocabulary
Diane August, Ph.D.
Center for Applied Linguistics
Dr. Diane August of the Center for Applied Linguistics describes the characteristics of research-based vocabulary instruction. (5:05 min)
Download or Play Extended Video – Quicktime | 94 MB | 19:02 min
Download Transcript & Details – PDF | 168 KB
Key Actions
1. Develop a framework for teaching vocabulary that includes lists of essential words.
The panel recommends adopting a districtwide core vocabulary list to ensure that teachers focus instruction on the most useful words and to eliminate duplication of effort. The lists of vocabulary words in core reading series are likely not adequate for English learners.
——————————————————————————–
2. Identify and use research-based instructional strategies for teaching both academic and everyday words.
Research-based vocabulary instruction for English learners is more thorough and explicit than typical vocabulary teaching and includes:
- focusing on a limited number (8-10) of target words each week
- providing multiple exposures of target words through reading, writing, listening, and speaking
- using student-friendly definitions
- making active use of words in meaningful contexts
- including regular review
——————————————————————————–
3. Provide teachers professional development in vocabulary instruction.
Teachers require support to understand and implement the research-based techniques. Teacher study groups and in-classroom coaching are two recommended professional development approac
Links
What Works Clearinghouse English Language Learner Intervention Report: Vocabulary Improvement Program for English Language Learners and Their Classmates
The What Works Clearinghouse summary of its review related to the VIP program, including a discussion of the research.
——————————————————————————–
Highlighting Instruction in the Core Reading Program that Aligns with Research-Based Guidelines for Instruction for English Language Learners [K-12]
PowerPoint presentation made by Lupina Vega at the Second Annual Reading First Conference. The presentation includes examples of the teaching of background knowledge and vocabulary to English learners.
——————————————————————————–
Developing Literacy in English Language Learners: Key Issues and Promising Practices
PowerPoint (PDF) presentation by Diane August at the 2004 OELA Summit about key issues in reading with emphasis on vocabulary development.
——————————————————————————–
Wagner, R. E., Muse, A. E., & Tannebaum, K. R. (2007). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.
Book of readings related to vocabulary acquisition including chapter on use of cognates in science, link between vocabulary and comprehension, and challenges faced by English learners.
Return Links
Return to “Teach Vocabulary” Page
Return to “PROVIDE READING INTERVENTIONS” Page
Return to “RECOMMENDED PRACTICE” Page
Return to Main Teaching Literacy Page