Vocabulary Handout

Overview:
Vocabulary is the knowledge of word meanings and a key part of comprehension. A larger
vocabulary is usually linked to better comprehension. Vocabulary instruction must be
appropriate to the age and reading ability of the child. More exposure to text will also increase
vocabulary. Research shows that both direct and indirect instruction including inferring and
morphology can aid in improving vocabulary (Knowledge & Practice Standards for Teacher of
Reading). Read alouds, learning words before reading text, substituting easy words for hard
words, repetition and multiple exposure can all help struggling readers with vocabulary. Using
multiple vocabulary instructional practices will provide optimal learning (NRP).

Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster

Instruction by Eve M. Puhalla
The Read Aloud curriculum, using expository and narrative text, was taught to the whole class.
At risk students were put into either a booster group, which received small group explicit
vocabulary instruction, or a no booster group. The booster group received five, 20 minute
scripted vocabulary lessons for each unit. The booster group scored notably higher in vocabulary
and retell assessments. Students benefit from receiving explicit vocabulary instruction and
opportuniteis to practice using words in different contexts.

Using Read-Alouds to Help Struggling Readers Access and Comprehend Complex,

Informational Text by Santoro, Baker, Fien, Smith, and Chard
The structured read-alouds of informational text, included direct comprehension instruction and a
small-group intervention which focused on vocabulary and comprehension. The intervention
included identifying multiple texts for use across the curriculum, providing opportunities for
explicit instruction, facilitating academic discussions, promoting expressive vocabulary use, and
linking listening and reading comprehension.

Classroom Application: Small-group Intervention-Vocabulary Booster

1. This intervention is used within the Read Aloud curriculum. Set aside five, 20 minute
sessions in a unit.
2. Booster Session 1 & 2: Review the expository book, that was read aloud during whole
group instruction, and discuss vocabulary already taught. Students repeat the definition
and participate in word-play games (define, explain word choices, identify synonyms,
explain their relationships)
3. Booster Session 3 & 4: Repeat Session 1 & 2, using narrative text
4. Session 5: Review all the words learned from preceding units and lessons.