Vocabulary Reading Strategies
abulary Reading Strategies
Vocabulary is very essential to the reading process as it is one of five core components that is essential to successfully teach children how to read. The other four core components include phonemic awareness, phonics and word study, fluency and comprehension (United States National Reading Panel, 2000). According to Rupley, Logan & Nicholas, 1998/99 in their book “Vocabulary instruction in a balanced reading program” stated that vocabulary knowledge is virtually vital important because it encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts and thus making comprehension accessible for children”. It should be noted that students’ word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies. The high correlation in the research literature of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003).
Essentially vocabulary can be defined as the knowledge of words and word meanings. Firstly, it is important to note that words can be divided into two category oral and print and subsequently oral vocabulary and print vocabulary. Oral vocabulary is words that are recognizable by us and are used in listening and speaking. Print vocabulary is words that are recognizable and are used in reading and writing. Secondly, it is also important to note that word knowledge also comes in two forms, receptive and productive. Receptive vocabulary comprise of words that we are recognizable whenever we hear or see them, while productive vocabulary comprise of words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to
Vocabulary is very essential to the reading process as it is one of five core components that is essential to successfully teach children how to read. The other four core components include phonemic awareness, phonics and word study, fluency and comprehension (United States National Reading Panel, 2000). According to Rupley, Logan & Nicholas, 1998/99 in their book “Vocabulary instruction in a balanced reading program” stated that vocabulary knowledge is virtually vital important because it encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts and thus making comprehension accessible for children”. It should be noted that students’ word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies. The high correlation in the research literature of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003).
Essentially vocabulary can be defined as the knowledge of words and word meanings. Firstly, it is important to note that words can be divided into two category oral and print and subsequently oral vocabulary and print vocabulary. Oral vocabulary is words that are recognizable by us and are used in listening and speaking. Print vocabulary is words that are recognizable and are used in reading and writing. Secondly, it is also important to note that word knowledge also comes in two forms, receptive and productive. Receptive vocabulary comprise of words that we are recognizable whenever we hear or see them, while productive vocabulary comprise of words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to