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ERIC Number: EJ1098285
Record Type: Journal
Publication Date: 2012-Jul
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0034-0502
Building Conceptual Understanding through Vocabulary Instruction
Rupley, William H.; Nichols, William Dee; Mraz, Maryann; Blair, Timothy R.
Reading Horizons, v51 n4 Article 3 p299-321 Jul 2012
Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that guide effective vocabulary instruction and on the importance of incorporating vocabulary instruction into all phases of the reading lesson framework--before, during, and after reading (Blair, Rupley, & Nichols 2007; Vacca, Vacca, & Mraz 2011). Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful contexts (Beck & McKeown, 2002; Rupley & Nichols, 2005). The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual knowledge and enhance their comprehension and understanding of what they read (Baumann, Font, Edwards, & Boland , 2005; Stahl & Fairbanks, 1986). This article seeks to provide educators with both a theoretical framework and practical classroom instructional suggestions for doing so.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A