ERIC Number: EJ1023834
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Connectives: Fitting Another Piece of the Vocabulary Instruction Puzzle
Crosson, Amy C.; Lesaux, Nonie K.
Reading Teacher, v67 n3 p193-200 Nov 2013
Connectives (e.g., although, consequently, in contrast) are often considered the "signposts" of texts. In this article we argue that connectives represent a special kind of vocabulary knowledge that students need to develop both in order to read challenging, academic texts with understanding and to produce academic writing. Yet tapping the meaning of connectives to support comprehension and academic writing may be especially difficult for some students, especially English-language learners. In this article, we address how and why to provide instruction about connectives to students in the middle grades. Our research with students in fifth grade suggests that young adolescent learners will benefit from explicit instruction about the meanings and roles of connectives, but that this instruction--while direct--should be provided within engaging, meaningful contexts. Examples of instructional practices illustrating how educators can teach about connectives are presented.
Descriptors: Reading Instruction, Vocabulary Development, English Language Learners, Grade 5, Reading Comprehension, Writing Skills, Academic Discourse
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Publication Type: Reports - Research; Journal Articles
Education Level: Grade 5
Authoring Institution: N/A
Grant or Contract Numbers: N/A