Vocabulary instruction for middle school students: Five research-based recommendations for practitioners.

• In Event: Maximizing word learning outcomes in school-aged children

Abstract

Vocabulary plays a key role in adolescent reading comprehension for students with adequate comprehension as well as those struggling to comprehend. Indeed, the role vocabulary plays in comprehending text increases as children move through school. In an effort to improve reading outcomes for students, the Read for Understanding initiative funded by the Institute of Educational Sciences, as well as other research efforts, emphasized the development and testing of new interventions and educational practices aimed at increasing reading comprehension in school-age children. Due to the increased funding and focus directed at reading instruction and practices, the proposed presentation will discuss key concepts about vocabulary acquisition and instruction and translate research from middle school vocabulary interventions into practice recommendations for practitioners. We will focus on the relationship between vocabulary and reading comprehension, describe vocabulary acquisition including the development of semantic networks, provide a review of high-quality middle school vocabulary studies, and make recommendations for practice.

Research examining interventions and the developmental role of vocabulary and reading comprehension was evaluated for middle school children. Multiple electronic databases (e.g., PsycInfo, ERIC, Scopus, Google Scholar) were searched using reading and vocabulary-related key terms (i.e., vocabulary, intervention, instruction, middle school, adolescent). Additionally, ancestral (i.e., bibliographic) searches of key articles conducted. A total of 17 studies met our inclusion criteria. Findings indicate that a majority of studies were conducted with students from low socioeconomic status backgrounds. However, students from at-risk backgrounds, including those with established learning, reading, or language disabilities were rare.

Based on the review of the extant literature, five researched-based recommendations emerged. These include the necessity to (a) teach vocabulary intentionally, (b) teach independent word-learning strategies (morphological analysis), (c) focus on developing semantic networks, (d) increase opportunities to use new words in discussion and writing, and (e) provide a motivating and rich language learning environment. The lack of inclusion of students most at-risk and other populations (e.g., ELL students) highlight the importance of ongoing research for students struggling with vocabulary knowledge and reading comprehension.

Authors

• Eric L. Oslund, Middle Tennessee State University
  Presenting Author

• Amy M. Elleman, Middle Tennessee State University
  Non-Presenting Author

• Natalie M. Griffin, Middle Tennessee State University
  Non-Presenting Author

• Katie E. Meyers, Middle Tennessee State University
  Non-Presenting Author