518-529
Introduction
Purpose: To review instructional formats for teaching independent word learning strategies. To explain the use of think-alouds for observing students' behaviors in figuring out unfamiliar words. To describe the independent word learning strategies of three learners of varying ability and the instructional underpinnings for extending and refining their word learning strategies.
Question: What kinds of support do middle students require for enhancing their independent word learning strategies?
Subjects: Three students from a seventh grade literature-based classroom with varying reading ability. Lynette is an avid, proficient reader and has solid literacy behaviors. Heath is considered an average reader by his teacher. Angela was not an avid reader and read only when the teacher required it.
Procedure: Methodology textbooks were investigated for instructional formats. The authors looked at were: Cooper; Graves, Juel, & Graves, Ruddell, & Ruddell; Blachowicz, & Fisher; Beck, McKeown, & McCaslin.
In the seventh grade literature-based classroom sustained Silent Reading (SSR) occurred for twenty-five minutes of every ninety minute class period. During this time the encounters individual students had with unfamiliar words was recorded. On a one-to-one basis, students read until they found an unfamiliar word to discuss. At this point, they talked about what they were doing to help themselves construct plausible meanings for their self-selected terms. Generic prompts, such as “tell me more” and “what makes you say that” were used to encourage students to support their responses.
Results: A survey of methodology textbooks shows that instruction in independent word learning strategies moves toward three major areas: using context, examining word structure, and referring to the dictionary. Graves, Juel,& Graves recommended these steps: teach students to locate possible meaning clues within words, phrases, sentences and paragraphs; consider what clues mean; and then predict meaning. They alos recommend teacher modeling, abundant practice, constant reminders to use context, and longer and more difficult readings. Direct instruction of the most frequently occurring prefixes, explicit modeling showing how knowledge of word parts fits the context of a sentence, guidance in making sense of dictionary definitions and the need for continually emphasizing word learning strategies as children read are also suggested. Ruddell and Ruddell support the Context-Structure-Sound Reference (CSSR) System for developing independent word learning strategies. Blachowicz and Fisher suggest teachers help students use problem-solving techniques and metacognitive context instruction as they examine context. Common strands running through these instructional recommendations for supporting independent word learning strategies stress facility in using context to find clues, ability to make predictions and connections, consideration about reasonableness of a possible word meaning and the notion of using outside references when text clues are not helpful.
The think-aloud sessions with the learners proved to be insightful. The learners were similar in how they relied on syntax to construct word meaning, made connections to figure out the meaning of the unfamiliar word, and used multiple strategies during each single encounter with an unfamiliar word. The ways in which they negotiated information and manipulated ideas to construct plausible word meanings were different and unique. Lynette used an array of strategies across different contexts that indicate both procedural and conditional knowledge for learning words in naturally occurring contexts. Lynette still needs continued opportunities to engage in challenging books that will sharpen and fine- tune her strategies as she broadens her vocabulary. Heath's profile showed that he used wide parameters surrounding his targeted words to search for clues. He frequently examined the contexts both before and after the words and did not limit his examination to only the sentence containing the word. He rarely considered ideas beyond the text or made any references to the story line in general. Heaths independent word learning strategies indicate that he needs clarification and guidance in how to refine and strengthen his ability to become more skillful in constructing word meanings independently. Angela made meager connections that were mainly on the immediate story events. Her initial strategy for each word was to figure out pronunciation. Many times she would skip over words she did not know. Angela needs support in developing more effective and efficient independent word learning strategies. She must be shown how to widen the parameters to look for clues before and after the word. She also needs extensive instruction in how to make many different kinds of connections that can help her figure out the meanings of unfamiliar words.
Helping students become independent word learners is another aspect of vocabulary development that can not be ignored. Think-alouds are essential for assessing independent word learning strategies. It provides a starting point for helping teachers understand what strategies students use. It can also help teachers document changes in the kinds of strategies students develop over time.
The behaviors observed in the three learners showed that instruction in independent word learning strategies should highlight variability and uniqueness of our actions to different words. Students must understand what options are available to them as they formulate possible connections to story lines, immediate events or personal experiences. Students also need support in monitoring their own ability to figure out unfamiliar words in independent reading.
Another important goal in vocabulary instruction is to help students appreciate and enjoy learning new words. Self-efficacy is also essential for students like Angela who have developed very narrow perceptions about word learning in general and about themselves as word learners. They must be given opportunities where they can try out strategic maneuvers that lead to successful encounters with unfamiliar words. They must also learn how they can effectively transfer such strategies to their own independent reading.
Introduction Background Philosophy Research Project Summary of the Findings Results Additional Resources References Site Map