[Download] "What Research Says About Vocabulary Instruction for Students with Learning Disabilities." by Exceptional Children # Book PDF Kindle ePub Free

June 08, 2021

eBook details

Title: What Research Says About Vocabulary Instruction for Students with Learning Disabilities.
Author : Exceptional Children
Release Date : January 22, 2004
Genre: Education,Books,Professional & Technical,
Pages : * pages
Size : 252 KB

Description

The importance of vocabulary knowledge to school success, in general, and reading comprehension, in particular, is widely documented (Anderson & Nagy, 1991; Baker, Simmons, & Kame'enui, 1998; Becker, 1977; Cunningham & Stanovich, 1998). Further, the recent RAND report, Reading for Understanding, suggests that vocabulary and word knowledge can contribute to improved comprehension, and it provides a sound rationale for increased emphasis on vocabulary instruction (Snow, 2002). While vocabulary knowledge is fundamental to reading comprehension (Baumann & Kame'enui, 1991; Stanovich, 1986), existing research does not support a specific vocabulary development method or program to address the discrepancies in word knowledge between students with poor and rich vocabularies (Baker, Simmons, & Kame'enui, 1998; National Research Council, 1998; Snow, 2002). Rather, the development of proficient reading skills is documented as the most effective independent word learning strategy. To illustrate the notion that a significant amount of students' vocabulary growth may develop through independent reading, Anderson and Nagy (1991) point out that an average fifth-grade student who spends 25 minutes a day reading will encounter approximately 1 million words of text per year. If only 2% of the words are unfamiliar to students, then they would encounter 20,000 new words each year. Overall, if 1 word out of every 20 words is learned, that would account for 1,000 new words learned each year. The importance of independently learning words from context is also summarized by Adams: