Research and Vocabulary Instruction and Learning Michael L. Kamil - - PowerPoint PPT Presentation

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Research and Vocabulary Instruction and Learning Michael L. Kamil - - PowerPoint PPT Presentation

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Research and Vocabulary Instruction and Learning Michael L. Kamil Stanford University FACTS May 4, 2005 International Reading Association, San Antonio mkamil@stanford.edu Types Types of of Vocabulary Vocabulary Oral Print

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Research and Vocabulary Instruction and Learning

Michael L. Kamil Stanford University

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May 4, 2005

International Reading Association, San Antonio mkamil@stanford.edu

FACTS

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May 4, 2005

International Reading Association, San Antonio mkamil@stanford.edu

Types Types of

  • f Vocabulary

Vocabulary

  • Oral
  • Print
  • Receptive
  • Productive
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International Reading Association, San Antonio mkamil@stanford.edu

Whipple (1925)

  • Growth in reading power means,

therefore, continuous enriching and enlarging of the reading vocabulary and increasing clarity of discrimination in appreciation of word values

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International Reading Association, San Antonio mkamil@stanford.edu

Comprehension comprises two “skills”: Word knowledge or vocabulary and reasoning

Davis (1942)

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How Many Words Do We Know?

  • 2,500-25,000 words

(typical 3rd grade student)

  • 19,000-200,000 words

(typical college student)

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International Reading Association, San Antonio mkamil@stanford.edu

Do the Math . . .

To learn 175, 000 words between third grade and college a student would have to learn: about 17,500 words every year, or about 48 words every day, or about 115 words every school day

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International Reading Association, San Antonio mkamil@stanford.edu

What About Other At-risk Learners?

  • Good readers can read 1,000,000

words per year

  • Nagy & Anderson (1984)
  • Low SES: 1/3 to 1/2 the words of

higher SES

  • Hart & Risely (1995)
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International Reading Association, San Antonio mkamil@stanford.edu

Theory

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A Theory of Vocabulary

  • Oral Language + Word Recognition =

Print Comprehension

  • Decoding  Oral Language
  • Oral Language  Oral comprehension
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International Reading Association, San Antonio mkamil@stanford.edu

Research

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NRP Findings for Vocabulary

  • Number of studies analyzed

N = 50

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International Reading Association, San Antonio mkamil@stanford.edu

Results

  • 53 of 73 samples grades 3 - 8
  • Different methods and effects for age

and grade levels

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NRP Findings: Vocabulary

Direct instruction improves

comprehension

  • Computers
  • Keyword method
  • Indirect learning
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International Reading Association, San Antonio mkamil@stanford.edu

Findings (cont’d)

  • Multiple exposures
  • Rich contexts
  • Pre-instruction
  • Restructure the task
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Research Updates

  • PREL and LSS support for updating

the database

  • 63 studies that meet NRP criteria
  • No NEW conclusions
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How Can Words Be Learned?

  • Indirect Experience
  • Explicit Instruction
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Table VI. Estimated Number of Repetitions Per Word Needed by Children of Varying Brightness at the Age of Beginning

  • Reading. (Redrawn from Gates, A. I. (1930). Interest and Ability in
  • Reading. New York: Macmillan, p. 35)

55 60-69 45 70-79 40 80-89 35 90-109 30 110-119 20 120-129

Number of Repetitions to be Provided in Reading Course, i. e. Aside from All Incidental Learning. Range of IQ (CA Between 6.1 and 7.5 Years at Beginning of Term)

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International Reading Association, San Antonio mkamil@stanford.edu

Reading Practice

  • San Diego Recreational Reading

Study

  • Quasi-Experimental
  • No General effects on reading
  • Limited effects on vocabulary,

fluency

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International Reading Association, San Antonio mkamil@stanford.edu

What About ELLs?

  • Cognates in Spanish and English
  • 10,000 - 15,000 (estimated)
  • 1/3 - 1/2 the average educated

person’s active vocabulary (Nash, 1997)

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What Does It Take?

  • Near native competence in

Vietnamese

  • 1300 hours of instruction for adults
  • (Army Language School)
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International Reading Association, San Antonio mkamil@stanford.edu

  • A child who spends about ten hours

a day in school, in play, and with media in English might gain comparable, though seemingly natural and effortless, experience in 130 days (Walberg, Hase, and Rasher, 1978, p. 428)

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Conclusions

  • Vocabulary is critical
  • Early reading
  • Advanced reading
  • Explicit instruction is necessary
  • Some ELLs can leverage existing

vocabulary