Vocabulary and Comprehension Research Paper by Peter Pen

Vocabulary and Comprehension
This paper discusses vocabulary and increasing the student's ability to comprehend.
# 97808 | 1,753 words | 8 sources | MLA | 2007


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Description:

In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to reading comprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their reading comprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that reading comprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.

Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?

From the Paper:

"Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."

Sample of Sources Used:

  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE:International Reading Association.
  • Davidson, J., Elcock, J., & Noyes, P. (1996). A preliminary study of the effect of computer-assisted practice on reading attainment. Journal of Research in Reading, 19(2), 102-110.
  • Kamil, M. L., & Hiebert, E. H., (2005). Teaching and learning vocabulary: Perspectives and persistent issues. In E.H. Hiebert and M.L. Kamil (Eds.), Teaching and learning vocabulary:Bringing research to practice. Mahwah, NJ: Erlbaum.
  • Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.
  • Moats, L. C. (2001). Overcoming the language gap. American Educator, 25 (2), 5, 8-9.

Cite this Research Paper:

APA Format

Vocabulary and Comprehension (2007, September 02) Retrieved November 01, 2014, from http://www.academon.com/research-paper/vocabulary-and-comprehension-97808/

MLA Format

"Vocabulary and Comprehension" 02 September 2007. Web. 01 November. 2014. <http://www.academon.com/research-paper/vocabulary-and-comprehension-97808/>

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