ERIC Number: EJ1049824
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 64
Teaching Vocabulary and Morphology in Intermediate Grades
Palumbo, Anthony; Kramer-Vida, Louisa; Hunt, Carolyn V.
Preventing School Failure, v59 n2 p109-115 2015
Direct vocabulary instruction of Tier 2 and Tier 3 words in intermediate-grade curricula is an important tool of literacy instruction because English is a language grafted from many roots and has not developed a one-to-one phoneme-grapheme correspondence. In addition to knowing graphemes and phonemes, students must formally learn words that cross domain knowledge and introduce subject-matter concepts. Intermediate-grade teachers can deal with these curricula demands and help their students advance their reading ability and their subject learning by combining vocabulary instruction with word recognition skills and by incorporating the meaning of vocabulary words with subject knowledge. Teaching vocabulary and morphology improves students' comprehension of text because knowledge of meaningful word components, syllabication, and academic vocabulary improves both word recognition skills and subject specific understanding. In addition, teaching content terminology and Latin and Greek stems improves students' word recognition skills, increases students' academic vocabulary knowledge, and helps students meet Common Core State Standards. Cloze exercises and learning opportunities that engage students in using their newly acquired vocabulary are helpful teaching techniques and support all students' annual reading growth.
Descriptors: Morphology (Languages), Vocabulary, Intermediate Grades, Word Recognition, State Standards, Cloze Procedure, Vocabulary Skills, Teaching Methods, Educational Practices, Educational Strategies, Reading Improvement, Syllables, Instructional Innovation, Learning Activities
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Intermediate Grades
Authoring Institution: N/A