Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge

Autor/inn/en	Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade
Titel	Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge
Quelle	50 (2017) 2, S.84-94 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0040059917720777
Schlagwörter	Adolescents; Content Area Reading; Direct Instruction; Disabilities; Instructional Design; Instructional Materials; Morphology (Languages); Reading Comprehension; Reading Difficulties; Reading Instruction; Reading Strategies; Secondary School Students; Teacher Developed Materials; Teaching Methods; Vocabulary Development; Word Lists + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sinnerfassendes Lesen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Handicap; Behinderung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Morphology; Morphologie; Leseverstehen; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Wortliste
Abstract	This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that practitioners can implement to improve students' vocabulary knowledge and reading comprehension. Effective vocabulary instruction includes (a) teacher-directed, explicit instruction using student-friendly word meanings, (b) text-based instruction that includes classroom discourse focused on the new words, and (c) morphology-based vocabulary instruction. We provide an example of explicit vocabulary instruction that includes before-reading, during-reading, and after-reading routines. [This paper was published in "TEACHING Exceptional Children" (EJ1163963).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01