Four Practical Principles for Enhancing Vocabulary Instruction

• Published in: The Reading teacher Vol. 68; no. 1; pp. 13 - 23
• Main Authors: Manyak, Patrick C., Von Gunten, Heather, Autenrieth, David, Gillis, Carolyn, Mastre-O'Farrell, Julie, Irvine-McDermott, Elizabeth, Baumann, James F., Blachowicz, Camille L.Z.
• Format: Journal Article
• Language: English
• Published: Newark Blackwell Publishing Ltd 01.09.2014; International Reading Association; Wiley-Blackwell
• Subjects: Accountability; and materials; Art teachers; Childhood; Collaboration; Educational activities; Educational materials; Elementary School Teachers; English as a second language; English for speakers of other languages; English language learners; English language learners, English learners, English as a second language, English for speakers of other languages; English learners; General vocabulary; Instructional strategies; Instructional strategies, teaching strategies; Language learners; Language teachers; methods; Misconceptions; Observation; Observational research; Participation; Pedagogy; Personality traits; Principles; Reading instruction; Reading teachers; Research Projects; Review (Reexamination); Semantics; Strategies; Strategies, methods, and materials; Teachers; Teaching; Teaching Methods; teaching strategies; Vocabulary; Vocabulary Development; Vocabulary instruction; Word meaning
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1299

This article presents four practical principles that lead to enhanced word‐meaning instruction in the elementary grades. The authors, a collaborative team of researchers and classroom teachers, identified and developed these principles and related instructional activities during a three‐year vocabulary instruction research project. The principles include establishing efficient, rich routines for introducing target word meanings; providing review activities that promote deep processing of word meanings; responding directly to student confusion; and fostering universal participation in and accountability for vocabulary instruction. The authors draw on instructional materials, classroom images, and observational data from their research to describe and illustrate each of these strategies.