ERIC Number: ED386861
Record Type: RIE
Publication Date: 1995-Feb-20
Vocabulary Acquisition: Curricular and Instructional Implications for Diverse Learners. Technical Report No. 14.
Baker, Scott K.; And Others
A curricular and instructional framework for increasing the vocabulary skills of diverse learners is described. Areas of convergence in research literature on vocabulary learning and diverse learners are noted, and two recommendations based on these areas of convergence are offered: interventions to address the vocabulary delays of diverse learners should align goals for depth of word knowledge with instructional techniques; and interventions to increase vocabulary knowledge of diverse learners should move systematically toward ensuring that students become independent word learners. Five principles of instructional design are then discussed: conspicuous strategies, strategic integration, mediated scaffolding, priming background knowledge, and judicious review. For diverse learners, it is suggested that vocabulary instruction helps in learning many words at the level of verbal association and fewer words at the level of partial and full concept knowledge. Vocabulary instructional approaches which apply the principles of instructional design are considered, such as semantic mapping, computer assisted instruction, student practice of words that have been learned in multiple subject areas or learning contexts, using external supports and materials during initial learning, helping students draw on their personal experiences to understand new information, and reviewing previously learned words. (Contains 18 references.) (SW)
Descriptors: Cultural Differences, Curriculum Development, Educational Principles, Elementary Secondary Education, Instructional Design, Language Acquisition, Language Impairments, Learning Disabilities, Learning Problems, Learning Strategies, Low Achievement, Reading Difficulties, Reading Instruction, Teaching Methods, Vocabulary Development, Word Study Skills
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.