Teaching Vocabulary across the Curriculum

  title={Teaching Vocabulary across the Curriculum},
  author={William P. Bintz},
  journal={Middle School Journal},
  pages={44 - 53}
Learning vocabulary is an important instructional aim for teachers in all content areas in middle grades schools (Harmon, Wood, & Kiser, 2009). Recent research, however, indicates that vocabulary instruction may be problematic because many teachers are not "confident about best practice in vocabulary instruction and at times don't know where to begin to form an instructional emphasis on word learning" (Berne & Blachowicz, 2008, p. 315). In this article, I summarize important research on… 
Reciprocal teaching : an exploration of its effectiveness in improving the vocabulary and reading comprehension of Key Stage Two pupils with and without English as an additional language
Background: The English National Curriculum identifies the acquisition of vocabulary as key to learning (DfE, 2015). Rich contexts provided by text produce robust vocabulary learning (National
The Efficacy of Context Clue Strategy Instruction on Middle Grades Students’ Vocabulary Development
Abstract This study compares the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary knowledge of students who read at frustration
Eclecticism in Teaching English Vocabulary
Eclecticism is a multi-sensory language approach which involves different language learning methods rather than sticking into one approach. This research is based on teachers’ use of Eclecticism in
A study on vocabulary teaching techniques in semi-urban schools
The result suggested that some approaches taken by teachers such as providing definitional and contextual information, ample scope for reading, using high frequency words, Incidental teaching can be considered effective.
The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching
This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary
The Effect of Summarizing Short Stories on Iranian EFL Learners ’ Vocabulary Learning
Regarding second language vocabulary acquisition, researchers have tried to determine whether explicit attention to vocabulary is absolutely necessary in vocabulary learning or not. A number of
The beliefs, perceptions, and strategies of vocabulary instruction in middle grades social studies: A phenomenological study
Content specific vocabulary instruction at the secondary level is an area that had a minimal research focus. The purpose of this phenomenological study was to describe the beliefs, perceptions, and
The Effect of Morphology Instruction on Performance Growth of Seventh-Grade Students: A Quasi-Experimental Study
The purpose of this quasi-experimental, pretest-posttest, nonequivalent control group study was to evaluate the effectiveness of morphological instruction that includes word matrices and word sums
Enhancing Science Vocabulary through Active Learning Approach: Impact to Students’ Performance
This study investigate and assess the enhancing Science vocabulary through active learning and its impact to students’ performance in Science at Marie Vithaya School, Nakhonratchasima, Thailand. The
This article is aims at describing the way of "got it game" and "back to the board game" in improving vocabulary mastery of the seventh grade students of SMPN 5 Malang. The research design in this


Nine Things Every Teacher Should Know about Words and Vocabulary Instruction.
Vocabulary knowledge contributes to comprehension, fluency, and student achievement. The goal of vocabulary instruction should be to build students' independent word-learning strategies. This
Promoting Vocabulary Learning with the Interactive Word Wall
Curricular standards at the middle level and at all grade levels include vocabulary development as part of a comprehensive literacy program. Some of the expectations in these standards include
Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies
To help teachers address questions of which words to teach, which strategies to use, and how long to spend on teaching them, the authors propose a “four-level” instructional framework tailored to content area vocabulary.
Using Literature as a Context for Teaching Vocabulary.
statement was an excerpt from a conversation I had with a graduate student in reading who asked how to improve vocabulary instruction in her classroom. The teacher related her concerns about how
Rationale for Systematic Vocabulary Development: Antidote for State Mandates.
The authors assert that vocabulary development is one of the most important things teachers can promote for students—cognitively, culturally, socially, and in preparation for standardized tests. A
Words, Words, Words: Teaching Vocabulary in Grades 4-12
Selecting Vocabulary Words for Instruction (page 7) “These questions helped me plan vocabulary instruction at the beginning of a thematic unit or before starting the shared reading of a novel. My
Content Area Reading: Literacy and Learning Across the Curriculum
Each chapter begins with "Organizing Principle," "Chapter Overview," and "Frame of Mind" and concludes with "Looking Back, Looking Forward," "Minds-On," "Hands-On," and "Suggested Readings." I.
Teaching Vocabulary in All Classrooms
Vocabulary in the Classroom: A Theoretical and Practical Perspective and Vocabulary Instruction for Diversity: English Language Learners and Struggling Readers are presented.
Teaching Vocabulary to Improve Reading Comprehension
This practical book based on sound research shows teachers how to use vocabulary instruction more effectively to improve reading comprehension. Nagy provides clearly explained examples of useful
A New Spin on Teaching Vocabulary: A Source-Based Approach.
We believe that teachers should try to use a source-based ap proach for teaching vocabulary rather than using alphabetized lists or focus ing solely on the "hard words" in what ever students happen