Exemplary Practices in Vocabulary Instruction
Introduction Background Philosophy Research Project Summary of the Findings Results Additional Resources References Site Map
Conclusions Analysis Teacher Reflection Implications
The results of this study provide strong support for the word wall and word map interventions as an effective means both for increasing the depth and breadth of student vocabulary knowledge and for developing word consciousness within the students which will indirectly assist them in becoming strategic, independent word learners.
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Comparison of Student Reflection and Survey: |
A student reflection ( see sample) was given to collect a baseline on word consciousness prior to the interventions. Students were asked to explain why word learning was important, where they can learn new words and how they had previously been taught vocabulary words.
A survey (see sample) was given at the end of the interventions to compare to the reflection for changes in responses and to collect suggestions for improvement of instruction.
When comparing the information it was discovered that all the students had changed their beliefs about the importance of word learning. Prior to the interventions Jeremy and Damian viewed word learning essential for doing well on tests. Following the interventions they realized how learning new words would help improve their writing and speaking. Josh believed word learning was pertinent for entering college before the interventions and later stated that acquiring new words would help him better understand what people say.
The responses in the self-reflections and survey indicate that the interventions had an effect on their understanding of word learning importance. The students now have a real purpose for word learning. They know that word learning will improve the quality of their writing, speaking and ability to understand others. Before the interventions they were unaware of the benefits of word learning other than doing well on a test and getting into college.
The survey responses revealed the students have discovered a variety of resources to acquire new words. In the self-reflection the students stated that books and school were the only places to pick up new words. After the interventions each of the students were able to list multiple resources beyond books and school. Being aware of the variety of resources for word learning will increase their possibilities for vocabulary acquisition.
The survey results indicated that all three students were generally satisfied with the interventions and found the interventions to be helpful for word learning. Josh and Damian preferred the word wall even though they performed better on the tests with the word map. This researcher/teacher believes that the game activities of the word wall was the deciding factor for their preferred choice. However, Jeremy chose the word map and performed best on the tests with the intervention that he chose.
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Teacher-made Tests (see sample) |
The number of word meanings remembered as a result of two types of instruction (word wall and word map) was compared using visual data of the test scores attained for each of the baselines and interventions.
It is clear from examination of the graphs that there is certainly a difference between vocabulary acquisition during the baseline and vocabulary acquisition throughout the word wall and word map interventions. From the graph visuals it is evident with each intervention vocabulary acquisition was increased.
When comparing the scores of the baseline and word wall interventions a positive change is seen in each of the students' scores. Josh went from receiving a score of zero words correct to attaining between one and two words correct on his tests. Damian improved his zero to attaining between two and three words correct on his tests. Jeremy increased his scores from zero words correct to receiving between one and two words correct during the word wall intervention.
Comparisons of the baseline and word map test scores indicated a significant improvement for each of the students. Josh raised his one word correct to receiving between six and seven correct. Damian received one correct on each of his baseline tests and improved his scores to between three and four correct on word map intervention tests. Jeremy went from zero correct to attaining between three and four correct
Visual analysis of the graphs imply that word wall and word map both had a positive effect on the students' number of correct responses. All students appeared to perform best with the word map intervention.
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Writing Samples (see sample) |
Three writing samples were collected from each of the students' district testing. Two of the three students used words that were taught during the word wall intervention. Josh used a total of three words and Damian used two vocabulary words. None of the students used words from the baselines or word map intervention. It is apparent that having a visual reference on the wall for the students is more effective for utilizing the vocabulary in their writing than no visual.
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Delimitations |
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Although the baseline activities ( reading the chapter, looking for the word in context, rereading the page, discussing the meaning , looking it up in the dictionary , finding any old vocabulary words that were related and writing it in their notebook) did not appear to be as effective for learning the words as the interventions, I believe that it did contribute to the students' increase in word consciousness. Throughout the baseline and intervention activities I repeatedly stressed the benefits of word learning for their speaking, writing and comprehension. I also showed great enthusiasm for words and highly praised students that told me about old words and new words they had seen or heard. This within itself created an environment within the classroom where students found excitement in sharing “word” stories. Many times during pair reading I would observe the students enthusiastically calling out to let me know that they had found an old vocabulary word.
I continued the enthusiasm for word learning throughout the word wall intervention. During this intervention many students reported engaging family members and friends in discussions of word meanings, and often used references, such as the dictionary, as the final arbiter of such discussions. This was a behavior that I had not normally seen in my at- risk learners. As the students re-read pages to derive meaning for given words I noticed how this activity indirectly affected their comprehension. It gave the students purpose for rereading and discussing what they had read to figure out the meanings of words. I could see my students becoming more skillful with figuring out meanings of words from context through the repeated practice they were receiving. Through modeling and word wall activities it became instinctive for the students to look for or recall old words that were related to new words they were learning. The word games gave the students an enjoyable way to have repeated exposure to the vocabulary words. They looked forward to the daily games and were disappointed when we went back to the baseline.
As the love for word learning increased throughout the baselines and word wall intervention (students would often come to me first thing in the morning to report about old words they had seen or heard the night before) the new word map intervention promoted more in depth discussions about the words that were investigated. The word map encouraged the students to make their own personal connections to the words. I observed numerous times when the students had enjoyable conversations connecting the words to humorous true stories about home, movies or TV they had seen. Often they would use their stories for a visual, association or sentence in the word map. During one of the times the students were writing their own sentences I noticed a student using an old vocabulary word within their sentence. I immediately praised the student for using an old vocabulary word in his sentence. Once the other students caught on to this they all began to re-write their sentences to contain old vocabulary words. It soon became a competition to see who could use the most old vocabulary words in their “own sentence” part of the word map. The word map also introduced the students to the use of the thesaurus to find synonyms for the words. Before the word map activities the students were unsure of the difference between the dictionary and the thesaurus. I now see students reaching for the thesaurus when they are looking for similar meaning words to use in their writing. As a result of the interventions I have also noticed more independent use of the dictionary. The students have become quite sophisticated in their ability to seek out vocabulary learning opportunities and to reflect on themselves as word learners.
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The word wall and word map each appear to be effective interventions for struggling readers to acquire vocabulary. Results from this study reveal the need for focus in the area of writing. Students should be able to utilize the vocabulary that they learn to improve their writing. The use of the two interventions together with an inclusion of modeling the use of the vocabulary in writing should have significant results and is well worth further investigation.
Although I have seen great improvement in my students' vocabulary acquisition and word consciousness I often wonder how far they would have been if these interventions had begun in kindergarten and consistently continued through the grades. It is essential that the upper grades include vocabulary instruction that will support word learning. Short term interventions are not enough for these students. Without consistency my students are likely to regress in the area of vocabulary acquisition. A continued focus on vocabulary acquisition for these students will help them fill their gaps and be more successful at comprehending “grade level” text.