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ERIC Number: ED580977
Record Type: Non-Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge
Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade
Grantee Submission, TEACHING Exceptional Children v50 n2 p84-94 Nov-Dec 2017
This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that practitioners can implement to improve students' vocabulary knowledge and reading comprehension. Effective vocabulary instruction includes (a) teacher-directed, explicit instruction using student-friendly word meanings, (b) text-based instruction that includes classroom discourse focused on the new words, and (c) morphology-based vocabulary instruction. We provide an example of explicit vocabulary instruction that includes before-reading, during-reading, and after-reading routines. [This paper was published in "TEACHING Exceptional Children" (EJ1163963).]
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H326M150016; R324A150181; R305A150407