Explicit Instruction: research foundations...
The Research Foundations:
The rationale for our instructional process is based on some key findings in vocabulary research. The National Reading Panel (2001) conducted an extensive review of scientifically based reading research, and summarised some key implications for practice of effective vocabulary instruction as follows:
Vocabulary should be taught directly (NRP, pg 4-27) - The panel concluded that "there is a need for direct instruction of vocabulary items required for a specific text" (pg 4-4) and concluded that effective vocabulary instruction includes teaching new words directly by “providing, explicit, clearly written definitions and well-chosen examples and non-examples" (National Reading Panel, 2001, pg4-27).
Students Need Repeated & Multiple Exposures to Words (NRP, pg 4-27) - The National Reading Panel reviewed research which concluded that “students need repeated, multiple exposures to vocabulary to learn the words and should be given items that will be likely to appear in many contexts (NRP pg 4-22).“ The research does not concur on the exact number of exposures required, however a number of studies (Lawrence et al, 2010; McKeown et al, 1985; McKeown et al, 1983) saw positive results in vocabulary growth when students were exposed to the word between 10- 12 times during an instructional cycle.
Learning is more effective in Rich Contexts (NRP, p 4-27) - Vocabulary instruction should emphasise teaching words that students will encounter in many contexts, and should be taught in the context of learning materials (NRP, pg. 4-4). McKeown et al (1985) suggest that learning words is a more worthwhile task when words are selected from books that the students will read inside and outside school. McKeown et al (1983) provided “rich instruction providing elaborated word meanings and diverse contexts (pg. 522)” and found that this type of instruction produced the “deep" vocabulary knowledge which is critical for improved reading comprehension (Oulette, 2006).
Restructuring of Tasks Promotes Learning (NRP, p 4-27) - Restructuring includes rewriting textbook or formal definitions to make them easier to understand and also providing examples sentences to illustrate word meanings. This is supported by Beck et al (2013) and Feldman & Kinsella (2013) who stress that providing student-friendly definitions in everyday language and providing examples and non-examples is critical for students understand the word meanings.
Vocabulary should be taught directly (NRP, pg 4-27) - The panel concluded that "there is a need for direct instruction of vocabulary items required for a specific text" (pg 4-4) and concluded that effective vocabulary instruction includes teaching new words directly by “providing, explicit, clearly written definitions and well-chosen examples and non-examples" (National Reading Panel, 2001, pg4-27).
Students Need Repeated & Multiple Exposures to Words (NRP, pg 4-27) - The National Reading Panel reviewed research which concluded that “students need repeated, multiple exposures to vocabulary to learn the words and should be given items that will be likely to appear in many contexts (NRP pg 4-22).“ The research does not concur on the exact number of exposures required, however a number of studies (Lawrence et al, 2010; McKeown et al, 1985; McKeown et al, 1983) saw positive results in vocabulary growth when students were exposed to the word between 10- 12 times during an instructional cycle.
Learning is more effective in Rich Contexts (NRP, p 4-27) - Vocabulary instruction should emphasise teaching words that students will encounter in many contexts, and should be taught in the context of learning materials (NRP, pg. 4-4). McKeown et al (1985) suggest that learning words is a more worthwhile task when words are selected from books that the students will read inside and outside school. McKeown et al (1983) provided “rich instruction providing elaborated word meanings and diverse contexts (pg. 522)” and found that this type of instruction produced the “deep" vocabulary knowledge which is critical for improved reading comprehension (Oulette, 2006).
Restructuring of Tasks Promotes Learning (NRP, p 4-27) - Restructuring includes rewriting textbook or formal definitions to make them easier to understand and also providing examples sentences to illustrate word meanings. This is supported by Beck et al (2013) and Feldman & Kinsella (2013) who stress that providing student-friendly definitions in everyday language and providing examples and non-examples is critical for students understand the word meanings.
Active Engagement with vocabulary improves learning (p 4-27) - “Active engagement means students are involved in an active, rather than passive, manner in working with new vocabulary words. This can include using new words in sentences, matching words with definitions, sorting examples and non-examples of new concepts, or discussing what new words mean with classmates (Learning Point Associates, 2004).