ERIC Number: ED235460
Record Type: RIE
Publication Date: 1983-May
Reference Count: 0
Vocabularies for Reading: How Large? What Kind?
Chall, Jeanne S.
Research has consistently shown that vocabulary knowledge, including both word recognition skills and understanding of word meaning, is highly predictive of achievement in other aspects of reading--oral and silent reading and comprehension. The importance of instruction in word recognition and decoding has been recently demonstrated by the rise in the National Assessment of Educational Progress reading scores of fourth grade students between 1970 and 1980. In addition to direct training, students also need exposure to challenging reading materials in order to develop effective vocabularies. Children from minority and low income families, especially, need both direct and contextual vocabulary instruction if they are to become good adult readers. (MM)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Invited address presented at the Annual Meeting of the International Reading Association (28th, Anaheim, CA, May 2-6, 1983).