Effective Evidence-Based
Interventions for Vocabulary
Development, K-12
Judy Montgomery, PhD, CCC-SLP
Chapman University Orange, CA
Email: [email protected]
Abstract
Recent legislation, regulations and
provocative court decisions have made
SLPs in schools take notice! Evidencebased practice is now a critical element of
service delivery. Vocabulary interventions
matched with state standards will be
demonstrated from the instructional text
The Bridge of Vocabulary (2007).
Learning Objectives
• Recognize evidence based practice
• Review the implications for academic success
• Select evidence-based vocabulary
interventions for students with
language
disabilities, K-12.
Strategy
Evidence-based Practices
NCLB (ESEA) (2001) and IDEA (2004)
require educators and specialists to
used scientifically based reading
research or evidence-based practices
Scientifically Based Research
“research that involves the
application of rigorous, systematic,
and objective procedures to obtain
reliable and valid knowledge relevant
to education activities and programs”
(NCLB SS 9101[37])
Knowledge Bases for Evidencebased Practices
Literature/theory based
Research-based
Practice-based
Knowledge: How we know
something is true or right
• Literature/theory based- position papers,
policy analysis, descriptive reviews of the
literature
• Research-based- peer reviewed studies, with
appropriate design, address cause and effect,
can be replicated
• Practice-based- promising practices, model
programs, professional wisdom, implicit
effectiveness due to wide use, action research
(CEC, 2005)
Evidence-based Practice
An approach in which
current high quality
research evidence is
integrated with
practitioner expertise and
client preferences and
values into the process of
making clinical decisions
(ASHA, 2005).
Why do we use evidence-based
interventions?
• According to NCLB and IDEA 2004
• Speech Language Pathology has an excellent
body of research
• Are we reading it? How can we access it?
• Clinical trials are nearly impossible in schools
• Even experimental designs are extremely
difficult (control group which is not served)
• How can we apply it?
How can we use EBP
in schools?
• Continue to learn
• Review the research
• Match the research to
state standards
• Apply the research to
our interventions
• Adjust as needed for
individual students
• Refers to the words we use to communicate
• Plays a critical part in learning to read
• Helps students make sense of the words
they see by comparing them to the words
they have heard
• Is one of the 5 building blocks of reading
• Can be divided into four types
Four types of vocabulary




Listening
Speaking
Reading
Writing
Teaching Students to Read
•
•
•
•
•
Phonemic awareness
Phonics
Fluency
Vocabulary
Text comprehension
National Reading Panel, 2001
Vocabulary Demands on
Students are Daunting
• 450,000 words in
English- largest
vocabulary any
language in use today
• Students must learn
3,000 words per year
by 3rd grade.
• Only 400 words a year
are directly taught by
teachers.
• Academic demands
are high
• However, everyday
speech consists of
only 5,000- 7,000
words.
• Conversation cannot
make up the difference
(Frey & Fisher, 2007).
Vocabulary is quintessential
“Vocabulary
knowledge changes
and grows over time,
not just because we
learn more different
words, but also
because we learn
more about each
word.” (Judith Johnston,
2006, p. 233)
“Vocabulary growth is
now believed to be the
principal driving force
for the lexical
restructuring that leads
to more segmental
(phoneme-based)
representations.”
(Alan Kamhi, 2006, p. 273)
Vocabulary comes first!
Children need to have a vocabulary of
400 words or more before they have
enough speech sound contrasts to
begin to develop phonological
awareness.
The Bridge of Vocabulary
All of the vocabulary
theory and research
discussed in this
presentation (and
more!) is included with
citations in the
Introduction on pages
1-12 of the book.
• Children begin first grade
with a 6,000 word spoken
vocabulary
• Learn 36,000 more words
by 12 th grade
• Learn 5 words a day
• Still need 55,000 words
for printed school English
(Chall, 87; Gunning, 04)
The Myth of Age or
Grade Level Vocabulary
• Students do not learn
vocabulary words
based on their age or
their grade.
• They learn words
based on their
experiences.
(Beck, et al, 2002)
Evidence-based Practice (EBP)
• Developing phonological awareness
abilities has a strong positive influence on
data driven working memory processes.
(Gillam, 2002)
Phonological Awareness Strategies
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Funnel Toward Phonics
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
• 53 activities for individuals/groups
• All research-based
• Matched to state standards (go to
www.superduperinc.com and type in your state)
• Meets NCLB and IDEA criteria for students at risk or
identified with special needs (Tiers 1,2)
Phonological Awareness Skills
•
•
•
•
•
Word Boundaries
Counting words
Rhyming
Syllables
Sentence imitation (chants)
Phonological Awareness Skills
• Word Boundaries
• Counting words
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–
–
–
Strategy
Select a sentence from a book you have read.
5 to 7 words long
Choose 4 students
Ask them to arrange themselves into the same word order as the
sentence. (They should request more students to finish the sentence.)
– Students re-state the sentence word by word.
– Ask how many words are in the sentence.
Rhyming
• Rhymes are perceived
by listening to the
final vowel sound in a
word (sometimes the
consonant too.)
• Rhymes are not
important in all
languages-- but they
are in English!
• In fact, every one or
two syllable word in
English has at least
one rhyming word…
• Except for 4 words:
Silver, purple,
orange, month
Rhyming Activity
Strategy
• Give student 4 picture cards. Say the words.
• Read a riddle that needs a rhyming response.
• One of the picture cards will rhyme.
“You can crack me open and I rhyme with cut” (nut).
“ I tell you the time and I rhyme with sock” (clock).
“ I am inside your head and I rhyme with train” (brain)
(Note: The student must either KNOW many words to be able to
“find” a rhyme-- or-- be able to isolate phonemes.)
Rhyming Supports Word
Family Strategy in Reading
ag
-ail -ank
bag nail tank
drag tail plank
tag mail bank
rag
sail thank
lag
jail Frank
snag bail
sank
-ub
sub
tub
rub
stub
club
-out
pout
shout
scout
trout
grout
-ick
tick
pick
trick
nick
flick
How do I match
this evidence-based
practice to a state
standard if I work
in Maryland?
•
Standard 1.0 General Reading Processes
A. PHONEMIC AWARENESS
• INDICATOR1. Discriminate sounds and words
OBJECTIVES1.Identify initial, medial, and final
sounds in one-syllable words 2.Compare onesyllable words using initial, medial, and final
sounds 3.Categorize words as same or different by
medial sounds
• INDICATOR2. Discriminate and produce rhyming
words and alliteration OBJECTIVE1.Produce
sentences with rhyming and alliteration
• INDICATOR3. Blend sounds and syllables to
form words OBJECTIVE1.Blend 3-4 phonemes into
a word, such as f-a-s-t=fast
• INDICATOR4. Segment and manipulate sounds
in spoken words OBJECTIVES 1.Segment words
into syllables 2.Segment one-syllable words into
phonemes 3.Delete sounds to form new words
4.Add sounds to form new words 5.Substitute
sounds to form new words (Maryland Reading/ELA
Grade 1, 2010.)
Sentence Imitation- Chants
• Chants are an excellent way to
increase word awareness, memory,
and vocabulary.
The Sky is Blue
The Grass is Green
Where or where can _______ be seen?
Strategy
Sentence Imitation- Chants
• Chants are an excellent way to
increase word awareness, memory,
and vocabulary by category.
The Sky is Blue
The Grass is Green
Where or where can water be seen?
Strategy
Reinforcing Categories
•
•
•
•
•
•
•
Water
Lights
Money
Letters
Numbers
Food
Clothes
Strategy
Verb Tense Vocabulary
Where is Toya?
Where is Sean?
Where am I?
Where are you?
There she is.
There he is.
Here I am.
There you are.
Student points. Adult models.
Repeat with 2 new names.
Strategy
Some students can use ...
“Fry’s 1,000
Instant Words”
The first 100 account for
50% of the words they
will encounter in reading.
The total 1,000 make up 75%
of words encountered in
reading. (Graves, 2006)
Strategy
1,000 Instant Words
• Will be too easy for
• Absolutely critical that
some students
all children know
these words
• They are readers.
• They do not need to be • Spoken vocabulary
taught these words.
• Reading vocabulary
• They must be taught
these words.
(Fry, 2004)
Fry’s List: Language & Reading
• Fry, Kress,
Fountoukidis, (1993).
Reading Teacher’s
Book of Lists (3rd Ed).
Prentice Hall. p. 290
• Google it
• First 100- 1st grade
reading words
• Second 100- 2nd
grade reading words
• Third 100- 3rd grade
reading words
State Standards-Maryland 2010
•
•
•
•
•
•
•
D. VOCABULARY Grade 1
INDICATOR1. Develop and apply vocabulary through exposure to a variety of
texts
OBJECTIVES1.Acquire new vocabulary through listening to and reading a
variety of grade-appropriate text daily2.Discuss words and word meanings daily
as they are encountered in texts, instruction, and conversation3.Ask questions
to clarify meaning about objects and words related to topics discussed4.Listen
to and identify the meaning of new vocabulary in multiple contexts5.Connect
unfamiliar words from texts, instruction and conversation to prior knowledge to
enhance meaning6.Learn 5-8 new words every week (independent reading)
INDICATOR2. Develop a conceptual understanding of new words
OBJECTIVES1.Sort grade-appropriate words with or without pictures into
categories2.Identify antonyms and synonyms3.Identify and use correctly new
words acquired through study of their relationship to other words
INDICATOR3. Understand, acquire, and use new vocabulary
OBJECTIVES1.Determine meaning of words using their context◦Reread◦Use
context clues◦Examine illustrations2.Use unfamiliar words introduced in literary.
Use word structure to determine meaning of words◦Contractions◦Inflectional
endings◦◦Root/base words.Use resources to determine meaning of unknown
words◦Picture dictionary◦Charts◦Diagrams◦Posters
What does research tell us?
• Most vocabulary is
learned indirectly
• Some vocabulary must
be taught directly
• Poor vocabulary is a
hallmark of language,
literacy, and cognitive
disabilities
Children learn word meanings
indirectly in three ways:
• Daily conversations
and oral language
experience with adults
and other children
• Listening to adults
read to them
• Reading extensively
on their own
Students with special needs, or at risk, often
do not learn words indirectly because:
• They don’t engage in
conversation as often
• They don’t alert to new
or interesting words
• They often don’t listen
carefully when read to
• They usually don’t read
on their own
Vocabulary is increased:
• Indirectly by encouraging
conversation, oral language
practice, reading to
students, and having them
read often
• Directly by teaching words
explicitly, using word
learning strategies, and
becoming word conscious.
Who has difficulty with
vocabulary?
• Students with
communication disorders
• Students with cognitive
challenges
• Students with hearing
loss
• Students in special
education classrooms
• English learners
English learners
Strategy
• English learners benefit
from both direct and
indirect vocabulary
building experiences at
all ages.
• This occurs in general
or special education.
• May occur within RTI.
All of these students need direct
instruction in vocabulary
• Direct instruction/intervention includes:
•
•
•
•
•
Specific word instruction
Word learning strategies
Intensive work
Repetitions
Active engagement
What does the research in
vocabulary indicate for
intervention?
Students increase their
vocabulary if they have:
• wide ranging
experiences
• sufficient number of
exposures
• active engagement
• consistent direct
instruction
• useful word learning
strategies
Evidence based Statements
• Information from research
and journal articles,
textbooks, etc
• Usually found in the
“Implications” section of
the article.
• Easy to read statement of
practice
• In this session, it has a
purple background!
EBP Vocabulary Research
shows…
Multiple exposures to a word have a greater
effect on vocabulary learning than one or
two mentions of the word.
(Blachowicz & Fisher, 1996)
Number of Exposures Needed
to Learn a New Word Strategy
Level of Intelligence
IQ
Signif. above average
Above average
Average
Slow learner
Mild cognitive impairment
Moderate cog impairment
120-129
110-119
90-109
80-89
70-79
60-69
Required Exposures
20
30
35
40
45
55
(Gates, 1931; McCormick, 1999)
Vocabulary research shows:
• It is more effective to support all four
types of vocabulary for struggling
students (NRP, 2001).
Vocabulary research also shows:
• Word learning depends on the other sounds
and words the child already knows. How a new
word relates to these existing words
(neighborhood density) positively influences
the speed of learning (Hoover & Storkel, 2005).
Vocabulary research also shows:
• The use of opposition (antonyms) in defining
terms helps to establish extremes of a word’s
meaning. Synonym production is improved by
antonym production, although the reverse has not
been shown to be true (Powell, 1986).
Research indicates:
• Directly teaching word parts- affixes,
base words, roots - greatly enhances
vocabulary because 60% of English
words have Latin or Greek origins
(Armbruster & Osborn, 2001).
Vocabulary Interventions
• Loop writer
• Phonological Awareness
• Figurative Languageidioms
• Object Description
• Pre-fixes
• Act It Out
• Colorful Letter Scramble
• Beck’s Word Tiers
These interventions will:
• Include all four
vocabulary types
• Combine print and
speech supports
• Need to be modified
for grades and ages
• Require many
repetitions to be
successful
EBP in Vocabulary indicates…
• Encouraging students to play with words
creates an interest in knowing more about
them-- often referred to as word
consciousness-- which is essential to
vocabulary growth (Stahl, 1999).
Loop Writer
Strategy
• Also known as “Zip Around”
• Students must be able to read words
• However, they do not have to know all of
the words initially
• A method to practice new vocabulary
• Use sight words, word families, subject area
vocabulary, similar sounding words
• www.curriculumproject.com/loopwriter
Loopwriter
• Available on website.
• Can purchase or use
several times for free
• Can make your own
• Use with groups or
individuals
• Use with grade level
curriculum
QuickTime™ and a
decompressor
are needed to see this picture.
•
Review vocabulary in a fun and engaging way.
•
Practice new syntactic forms.
•
Encourage late talkers in a non-stressful environment.
•
Increase auditory attention to speech clues.
•
Match print to pictures in emerging readers by simply
adding graphics to the deck.
•
Enhance oral language comprehension skills.
•
Stimulate structured language practice in English
Language Learners.
www.CurriculumProject.com
Language Skills
58
The Loop Group
The Loop Group is a growing consortium of
professionals who share Loop Games with other
professionals. Loop Group membership allows
registered LoopWriter users to sort through and
download completed Loop Games from a growing
bank of games on a wide range of topics…
including a NEW SLP category!
Membership Privileges
•
•
•
•
Sort games by grade level, subject area and title.
View the contents of the games online.
Download the games that you like.
Use the games that you download as is; and/ or modify the games that you
download, to suit your specific curriculum needs.
Visit www.LoopWriter.com for more details!
Evidence-based practice has
shown …
• Challenging students to create and recreate original sentences with target
words increases both personal interest
and word learning (Beck, et al, 2002).
Switching Words
Strategy
• After reading a book
aloud.
• Select a 3-5 word
modified noun phrase.
• 2-3 adjectives before
the noun.
• Two skill levels
Listening for Meaning
Clifford the big red dog. Listen and tell
me if I say it right.
•
•
•
•
•
•
•
Clifford the big yellow dog. NO!
Clifford the little red dog. NO!!
Jose, the little red dog. NO!!
Clifford, the big red dog. YES!
Clifford the big red horse. NO!
Clifford the small red dog. NO!
Clifford the big red dog. YES!
Switch Category Words for NEW
Meanings
• Clifford the big red dog.
Change it to cat.
• Clifford the big red cat.
• Change it to black.
• Change it to little.
• Change it to Alex.
• Change it to monkey.
• Change it to itty-bitty.
Elaborated Noun Phrasesa common English form
1. a long frayed green
ribbon
2. an old small blue
house
3. a heavy broken metal
lock
4. cheese, a hard,
yellow tasty food
Figurative Language
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
The ability to
comprehend figurative
language develops at
the same time as our
ability to understand
and use literal
language.
(Qualls, 2006)
Strategy
Figurative Language is …
Culturally based
Generational
Motivational
Regional
You need:
An expansive vocabulary
Understand language in
context
Defer literal meanings
Inflectional processes
Multiple meanings
(Qualls, 2006)
English Idioms
• Adds imagery &
impact to oral and
written language
• Provides meaning and
“thrust” (Collis, 1987).
• Cannot discern
meaning from words
• Difficult for students
with CD and ELs
Idioms by Themes
• 198 idioms in 10
themes:
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
• school, clothes, food,
colors, animals, head
and face, legs and
arms, sports, money,
numbers
Idioms- High familiarity
(Nippold & Rudzinski, 1993; Qualls, et al, 2003)
•
•
•
•
•
•
•
•
Let off steam
Go around in circles
Put one’s foot down
Breathe down one’s neck
Read between the lines
Put their heads together
Skate on thin ice
Beat around the bush
Strategy
Moderate
Strategy
Low
(Nippold & Rudzinski, 1993; Qualls, et al, 2003)
•
•
•
•
•
•
•
•
Go into one’s shell
Strike the right note
Keep up one’s end
Cross swords with
someone
Go against the grain
Blow the cobwebs away
Make one’s hair curl
Throw to the wolves
•
•
•
•
•
•
•
•
Take down a peg
Vote with one’s feet
Paper over the cracks
Hoe one’s own row
Talk through one’s hat
Lead with one’s chin
Rise to the bait
Have a hollow ring
Figurative Language
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
• Continue to teach it along side of literal
language- preschool through high school.
• Don’t wait for children to be “ready” for it.
• It is intrinsic to increasing the power of
vocabulary
• Use games, pictures, stories, situations
• Use idioms in your own speech -- call
attention to them
Link EBP with State Standards
• EBP
– Effective
vocabulary
development is
concerned with
learning word
meanings, plus
what words mean
when used together
(Richgels, 2004)
• Standard
– Understand that the
standard meaning of
words may be changed
by the use of nonstandard English,
dialect, idioms,
specialized vocabulary,
homophones… (New
Hampshire K-12 English
Language Arts Curriculum
Framework)
Link EBP with Standards
• EBP
– Context clues work
best for recognizing
written words that are
already in a novice
reader’s oral
vocabulary
– (Richgels, 2004).
• Standard
– Analyze idioms … to
infer the literal and
figurative meanings of
phrases.
– (Indiana’s Academic
Standards-- English
Language Arts)
Idioms are fun - and they
strengthen vocabulary!
Why Vocabulary Problems Actually
Increase As Students Grow Older
– They also have word finding problems
– They often use low information words
– This has a negative impact on their discourse
skills
– They rarely expand the meanings of the words
they do know
– They read less than their peers
“Given the critical role that reading plays in
vocabulary development, poor readers’
deficits in word knowledge may be
compounded with time, leaving them with a
smaller data base from which to select
words for speaking and writing.”
(Nippold, ‘92, p. 5)
Direct Instruction in Vocabulary
The Bridge of
Vocabulary: EvidenceBased Activities for
Academic Success
(Montgomery, J. K. (2007)
Pearson Assessments
(General & special educators
provide direct instruction in
vocabulary, collaboratively)
The Bridge of Vocabulary
• Pre-school- high school
• 101 activities
• One per page, plus another 200
student worksheets on CD for
follow-up or independent work
• General & special education
• Evidence-based statements
• Vocabulary Standards from all
50 states
Activities Organization
• Objective
• “Evidence Base”
• Directions
• “Standards Link”
• Time
• Group size
• Materials needed
• Related activities
Activity Icons
• Book: Appears in print form
• CD: Located on the CD-ROM
• Time Bars: Short, moderate, or extended
activity
• Group Size: Individual, small group,or large
group
• Scripted teacher speech: Shown in purple, bold
type
• IPW: Independent Practice Worksheets
Decide a Definition: Objective
Decide a Definition: Key
Decide a Definition: Directions
Decide a Definition: Standards Link
Strategy
Object Description
(Zimmerman, 2007)
• Many students cannot
retain definitions of
words.
• Others cannot write or
recall them.
• Writing student-friendly
definitions is an important
step in vocabulary
development (Beck et al, 2002)
• Students do not know
the structure of a word
definition.
• Combined with poor
memory skills, they
fail to store or retrieve
definitions, and thus
“forget” words.
Object Description
•
•
•
•
•
•
Strategy
Look at the picture or photo of an object.
Say the word.
Answer the questions with specific words.
Insert the words into the diagram sentence.
Read the definition.
Gradually decrease support until students
are independent.
Object Description
1. What is it called? __________
2. What is the category? _________
3. What do you do with it? What does it do? ___
4. What does it look like? __________
5. What parts does it have?__________
6. What does it feel like?____________
7. Where can I find it?___________________
Next, Build a Definition
A _____(#1)______ is a(n)
________(# 2)________ that
_____(#3)_______. It
_______(#4, 5, 6 or 7)_________
and ____(#4, 5, 6 or 7)_________.
Last step, write definition
without the frame
A vestibule is an area or space that
comes before a more important
area. It is small, may hold
supplies, and you can find it near
the main door of some homes and
buildings.
Object Description
1. What is it called? _vestibule_________
2. What is the category? _small space that comes
before a more important place_
3. What do you do with it? What does it do? _hold
supplies__
4. What does it look like? _small________
5. What parts does it have?__door________
6. What does it feel like?____________
7. Where can I find it?_near the main door of homes
and buildings_______
Object Description - example
1. What is it called? _chasm_________
2. What is the category? _geological feature___
3. What does it do? ___occurs in rocky areas__
4. What does it look like? __ deep________
5. What parts does it have?__________
6. What does it feel like?__dangerous______
7. Where can I find it?___in deserts_________
Next, Build a Definition
A _____(#1)______ is a(n)
________(# 2)________ that
_____(#3)_______. It
_______(#4, 5, 6 or 7)_________
and ____(#4, 5, 6 or 7)_________.
Two Student Definition(s)
Typically they are not the same.
• Definition 1
• Definition 2
• A chasm is geological
feature of the earth
that occurs in rocky
areas. It may be deep
and dangerous and
you can find it in
deserts.
• A chasm is a natural
thing that makes it
hard for you to cross.
It looks like a valley
and sometimes you
find it in a cave.
EBP
Vocabulary Research
shows that:
Twenty common prefixes account for 97% of
the prefixed words in printed school English
(White, Sowell & Yanagihara, 1989)
Prefixes
Number of words with Prefix
un
(not)
re
(again)
in, im, ir, il, (all mean " not")
dis
(opposite)
en, em (make)
non
(not)
in, im
(all mean "into")
over
(too much)
782
401
313
216
132
126
105
98
mis
83
sub
80
pre
79
inter
fore
de
77
76
71
trans
47
super
43
semi
39
anti
mid
under
Total
33
33
25
2,859 Words
Adapted from: Graves, 2006; Wh ite, Sowell & Yanagihara, 1989.
(75% of words)
Vocabulary Strategy
•
•
•
•
Evidence-based statement
Grade level standards link
Upper elementary
Students have small cards
with 5 most common
prefixes
• SLP reads word,
definition, asks for
opposite
Strategy
• “Proper- Proper means
that everything is correct
and just the way it should
be. What is the opposite of
proper?”
• Student holds up card.
Says word. “Improper”
• “What does improper
mean?”
• “It’s not the way it should
be.”
Uses EB Strategies
• Active engagement
• Repetitions of small
number of words
• Oral to written
language
• Give definition in
student friendly terms
• Ask for antonym
• Repeat
Link EBP to Standard
• EBP
Twenty common
prefixes account for
97% of the prefixed
words in printed
school English.
(White, Sowell & Yanagihara,
1989)
• Standard
– Use simple strategies to
determine meaning and
increase vocabulary for
reading including the
use of prefixes, suffixes,
root words, multiple
meanings… (Florida’s
Sunshine State Standards
Language Arts)
Colorful Letter Scramble
The first word in each expression below is a color. The second
word, when unscrambled, completes a common term associated
with the color. Discuss the meaning of each expression.
For example, WHITE + ESLA = WHITE SALE.
1.
2.
3.
4.
5.
6.
7.
8.
9.
BLUE + DOBOL
ORANGE + WOBL
BLACK + TREAMK
GRAY + TAMTER
PURPLE + THREA
WHITE + GASPE
RED + TARCEP
YELLOW +REFEV
GREEN + BMUTH
10.BROWN + SOEN
Strategy
Associated Vocabulary
• Lists of words that are commonly found together triggers memory and retention
• “slippery” “slippery slope”
Strategy
• “bad” “bad weather”
• Phrased verbs: “burned down” “put up”
• Promotes authentic phrasing for English learners
• http://view.byu.edu
• VIEW - Variation in English Words and Phrases by
Mark Davies, PhD at Brigham Young University
EBP Vocabulary Research
shows:
Words are used to think. The more words
we know, the finer our understanding of the
world
(Stahl, 1999).
Maryland State Standards Grade 8, 2010
•
•
•
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•
•
•
D. VOCABULARY
INDICATOR1. Develop and apply vocabulary through exposure to a
variety of texts
OBJECTIVES1.Acquire new vocabulary through listening to,
independently reading, and discussing a variety of literary 2.Discuss
words and word meanings daily as they are encountered in text,
instruction, and conversation
INDICATOR2. Apply and refine a conceptual understanding of new
words
OBJECTIVES1.Classify and categorize increasingly complex words
2.Explain relationships between and among words
INDICATOR3. Understand, acquire, and use new vocabulary
OBJECTIVES1.Use context to determine the meanings of
words2.Assessment limits: context Words with multiple
meanings3.Use word structure to determine the meaning of words
4.Use resources to confirm definitions and gather further information
about words 5.Use new vocabulary in speaking and writing to gain
and extend content knowledge and clarify expression
Isabel Beck’s Word Tiers
What does it mean to
“know” a word?
Vocabulary: Four Steps to knowing
•
•
•
•
Never heard the word before
Heard it, but don’t know what it means
In context, I know it has something to do
with_____
Know it and use it
(Beck, McKeown & Kucan, 2002; Carey, 1978)
How shall we select the words
for intervention ????
Three Word Tiers
(oral or written vocabulary)
• Tier 1- basic words (happy, clean, fast)
• Tier 2- high frequency words; mature
language users; multiple meanings;
used in many settings
(cluster, sympathy, estimate)
• Tier 3- low frequency, specific words
(lathe, chasm, warp)
(Beck, McKeowen & Kucan, 2002)
How to Select Vocabulary Words
to Teach- the Big Q!
• About 7,000 words in
Tier 2
• Teach 400 per year
• Research shows this
will have impact
• Which 400 words?
• Instruction vs.
intervention
(Beck, et al, 2002)
Strategy
•
•
•
•
Teaching Tier 2 Words
Choose fiction or
non-fiction being
read in class
Read one page
Highlight all the
Tier 2 words
Select 3 of the most
useful ones
•
•
•
•
•
Student definitions
from context
Provide student
friendly definitions
Practice repeatedly
Use in oral
communication
Reinforce in reading
and writing.
(Beck et al, 2002)
Selecting words for students
reading 1-2 years below peers
•
•
•
•
SLP reads a page of current book.
Selects Tier 2 words
Decides on 3 useful words
Proceeds to instruct/intervene
Let’s say you chose
these words
•
•
•
•
•
•
Mask
Vague
Clarification
Augment
Brand
Crystal
Now, select only 3 of these
words for intervention
• Mask
• Clarification
• Brand
Selecting Vocabulary in a
Clinically Relevant Way
• Let’s practice
selecting Tier 2
words.
• Here is a good book
to read aloud.
I went to the kitchen drawer and took out a
lump of beeswax, a candle, a small funnel
with a wooden handle, and some packets of
yellow, red, and black dye.
Focus on Selected Words
1. Teach the words explicitly for 5 sessions.
2. Use student-friendly definitions
3. Search for the words in other places
4. “Over-use” in both oral and written language
activities
5. Say them and read them.
6. Review words one month later
IEP Goals
• By May 2009, Jason will learn 45 Tier Two words
(3 per week for 15 weeks) with 85% accuracy, as
measured by his ability to say or write a studentfriendly definition for each word.
• Christy will read, write and correctly use 45 new
Tier Two words in an essay on a topic of her
choice in class.
Vocabulary Intervention
•
•
•
•
•
•
Use research based strategies
Select words in clinically relevant way
Provide explicit instruction
Tie to life experiences of students
Increase number of repetitions
Engage students and have fun
(Beck, et al, 2002; Nelson & Van Meter,2005)
Reference
Beck, I., McKeowen, M., & Kucan,
L. (2002). Bringing Words to Life.
NY: Guilford Press
Although the topic today is not vocabulary
assessment, check out a new assessment tool
based on Beck’s research and theory of
vocabulary acquisition by tiers,
Montgomery Assessment of
Vocabulary Acquisition
(MAVA)
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
MAVA™ Montgomery Assessment of Vocabulary Acquisition™
Ages 3;0-12;11
Purposes
•
•
•
•
•
QuickTime™ and a
decompressor
are needed to see this picture.
Ages 3:0 to 12:11 years
Assess receptive vocabulary in English
Assess expressive vocabulary in English
Compare the scores for diagnostic decisions
Determine intervention needs for three types of
vocabulary- tiers 1,2,3 (Beck, McKeown & Kucan, 2002)
• Measure increased word knowledge for language
and reading development
• Make valid decisions for Title I, RtI, special ed
Qualitative Interpretation of
Performance
• Enter the data from a child's record form and
automatically generate the percentage of tier one,
two, or three words the child answered correctly.
– www.superduperinc.com/mavaqra
• The Qualitative Response Analyzer will
automatically count items incorrect after six
consecutive checked items.
©2008 Super Duper® Publications
©2008 Super Duper® Publications
by Judy K. Montgomery, Ph.D.
Super Duper® Publications
©2008 Super Duper® Publications
Tell me again: Students increase
their vocabulary if they have…
• wide ranging
experiences
• sufficient number of
exposures
• active engagement
• consistent direct
instruction
• useful word learning
strategies
So…what is REALLY Important??
• Teach students to read.
• Amount of reading that students do predicts
the size of their vocabulary
• Vocabulary knowledge is the single most
important factor contributing to reading
comprehension
Roth & Troia, 2005
…what is REALLY Important??
• Proportion of difficult words in a text is the
most powerful predictor of text difficulty
• Informational text vocabulary differs
significantly from narrative text vocabulary
Roth & Troia, 2005
Take home message
We must provide explicit, systematic,
intensive language and reading
vocabulary intervention!
Vocabulary is increased:
• Indirectly by encouraging
conversation, oral language
practice, reading to
students, and having them
read often
• Directly by teaching words
explicitly, using word
learning strategies, and
becoming word conscious.
References
Beck, I. McKeown & Kucan, L., (2002). Bringing words to life. NY: Guilford.
Frey, N. & Fisher, D. (2007). Reading for information in elementary school.
Upper Saddle River New Jersey: Pearson.
Fry, E. (2004). The vocabulary teacher’s book of lists. San Francisco:
Jossey-Bass.
Ganske, K. (2000). Word journeys. NY: Guilford Press.
Gillam, R. B. (2002). The Role of Working Memory in Vocabulary
Development. Perspectives on Language Learning and Education. ASHA
Division 1, 9, 3, 7-11.
Graves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia.
Ingram,D. & Ingram, K.D. (2001). A whole word approach to phonological
analysis and intervention. Language Speech and Hearing Services in
Schools, 32, 4, 271-283.
Johnston, J. (2006). Thinking about child language. Eau Claire, WI: Thinking
Publications, a division of Super Duper Publications.
Kamhi, A.G. (2006). Treatment decisions for children with speech-sound
disorders. Language Speech and Hearing Services in Schools, 37, 4,
271-279.
McCormick, S. (1999). Instructing students who have literacy problems.
Upper Saddle River, NJ: Merrill.
Montgomery, J.K. (2004). Funnel toward phonics. Greenville, SC: Super
Duper Publications.
Montgomery, J.K. (2007). The Bridge of vocabulary. Bloomington, MN:
AGS Pearson Assessments.
Montgomery, J.K.(2008). Montgomery Assessment of Vocabulary
Acquisition. Greenville, SC: Super Duper Publications.
Montgomery, J.K. & Moreau, M. R. (2004). East Meets West: Using
Children’s Books as Clinical Intervention for Language and Reading
Disabilities. Vol. 1 and 2. Springfield, MA: Mindwing Concepts
National Reading Panel, (2000). Put Reading First. Washington DC:
National Institute for Literacy. www.nifl.gov
Nippold, M. (1992). The nature of normal and disordered word finding in
children and adolescents. Topics in Language Disorders, 13 (1), 1-14.
Qualls, C.D. (2006) Figurative Language. Advance, 16, 46, p. 7-13. J.
Mosheim (Associate editor).
Qualls, C.D., O’Brien, R.M., Blood, G.& Hammer, C.S. (2003). Contextual
variation, familiarity, academic literacy, and rural adolescents’ idiom
knowledge. Language Speech and Hearing Services in Schools. 34,
1,69-79.
Risley, T. R. & Hart, B. (2006). Promoting early language development. In
N.F. Watt, C.Ayoub, R.H. Bradley, J.E. Puma & W. A. LeBoeuf (Eds.)
The crisis of youth mental health: Critical issues and effective
programs, Volume 4, Early intervention programs and policies (pp. 8388). Westport, CT: Praeger.
Roth, F.P. & Troia, G.A. (2005). Vocabulary instruction for children and
adolescents with oral language and literacy deficits. CEC Annual
Convention, Baltimore, MD.
Zimmerman, S. (2007). Definitions- Therapy Tips. Advance.