GRADEDDISCUSSION2EDLA1180
1
TASHA SOLOMON
814002007
HUMANITIES AND EDUCATION
LANGUAGE, LITERATURE AND EDUCATION
SEMESTER 2, YEAR 1
EDLA 1180
MRS. KITTY ALHOSEIN GARCIA
MS. RENUKA RAMSINGH
GRADED DISCUSSION 2
2
Three strategies that are interesting for teaching vocabulary to either young (infants through standard one), older children or adolescents are the use of oral language; either at home or in the classroom, the readaloud strategy that employs the use of shared reading between instructor and student and the use of computers for the instruction of vocabulary learning.
1. The first exposure to language and vocabulary for children is orally.This is for children who are not hearing impaired. In hearing, whether at home with parents or in a school setting, children acquire vocabulary knowledge and in turn build their schema, allowing them to create basic sentences and conduct conversations.
The more children are spoken and read to, along with the variation and sophistication of the vocabulary that is used when conversing with or reading to a child, the greater their vocabulary. “ The sophistication of a language children hear and participate in is a strong predictor of their later vocabulary language than the number of words that they hear or speak.” Vocabulary acquisition that is obtained by the oral and listening strategy, can be affected by the socioeconomic status (SEC) of the parents. According to Hart & Risley (1995), when looking at children of the age of three, found that children from families with a high SEC, possessed vocabularies that were five times larger than children in families of a lower SEC. Use of oral language at home is essential to bridge that economic divide and thereby increase the vocabulary knowledge of young students. This strategy works with either the parent or teacher engaging the student by talking that is repetitive and interactive. It can be as simple of asking the child about their
TASHA SOLOMON
814002007
HUMANITIES AND EDUCATION
LANGUAGE, LITERATURE AND EDUCATION
SEMESTER 2, YEAR 1
EDLA 1180
MRS. KITTY ALHOSEIN GARCIA
MS. RENUKA RAMSINGH
GRADED DISCUSSION 2
2
Three strategies that are interesting for teaching vocabulary to either young (infants through standard one), older children or adolescents are the use of oral language; either at home or in the classroom, the readaloud strategy that employs the use of shared reading between instructor and student and the use of computers for the instruction of vocabulary learning.
1. The first exposure to language and vocabulary for children is orally.This is for children who are not hearing impaired. In hearing, whether at home with parents or in a school setting, children acquire vocabulary knowledge and in turn build their schema, allowing them to create basic sentences and conduct conversations.
The more children are spoken and read to, along with the variation and sophistication of the vocabulary that is used when conversing with or reading to a child, the greater their vocabulary. “ The sophistication of a language children hear and participate in is a strong predictor of their later vocabulary language than the number of words that they hear or speak.” Vocabulary acquisition that is obtained by the oral and listening strategy, can be affected by the socioeconomic status (SEC) of the parents. According to Hart & Risley (1995), when looking at children of the age of three, found that children from families with a high SEC, possessed vocabularies that were five times larger than children in families of a lower SEC. Use of oral language at home is essential to bridge that economic divide and thereby increase the vocabulary knowledge of young students. This strategy works with either the parent or teacher engaging the student by talking that is repetitive and interactive. It can be as simple of asking the child about their
References: Buckowiecki, E. M. (2006). Vocabulary Instruction: Advice to New Teachers. New England Constantinescu, A. (2007, February 2). Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension. Retrieved February 7, 2015, from http://iteslj.org/Articles/ConstantinescuVocabulary.html Ellery, V. (2005). Creating strategic readers: Techniques for developing competency in Harp, B., & Brewer, J. A. (2004). Lehr, F., Osborn, J., & Hiebert, E. H. (2004). A focus on Vocabulary. Honolulu, HI: Pacific