Extending theory
Theoretical Models of Learning and Literacy Development
ISBN: 978-1-78350-821-1, eISBN: 978-1-78350-822-8
Publication date: 10 July 2014
Abstract
Purpose
To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.
Design/methodology/approach
Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.
Findings
Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.
Practical implications
It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.
Keywords
Citation
(2014), "Extending theory", Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 141-166. https://doi.org/10.1108/S2048-045820140000004005
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited