Why Is It Important To Read Aloud

Vocabulary is the knowledge of words that able us to communicate with others orally, or in writing, and it is acquired through listening or reading. A learning experience of vocabulary, that is called indirect, is obtained when children engage in daily conversation with family and friends, through read aloud by adults, or through own reading. Instead, the learning experience of vocabulary, gained through teacher word instruction, it’s called direct.

Language is a very import part in our life, we carry it with us through all the steps, processes, moments experiences of our life, language built us and make us grow and the most important thing is that it grows with us, changes, modifies itself, and becomes more appropriate and specific. As we pointed out language help us to create and understand the world around us, gives meaning to everything and gives birth to emotions and feelings; a world without language would be meaningless and very lonely. Language it’s what help us grow up, the more we learn through it, the more we desire to experience and study in deep, leading us to new prospective, opening our mind to more specific and deep concepts, ideas, projects, goals. We really can’t

Learning New Words From Storybooks: An Efficacy Study With At-Risk Kindergartners by Laura M. Justice, Joanne Meier and Sharon Walpole set out to evaluate the effectiveness of implementing storybook reading activities to at risk kindergarten children who are in low socioeconomic status communities. The study examined the ability to learn new words from reading the same books over a period of 10 weeks and whether elaboration versus non-elaboration of specific words in context would influence the accusation of vocabulary. This is relevant to reading as vocabulary acquisition is a strong predictor for future reading performance. The study several references research articles in which deficits in vocabulary suggested potential future reading problems. Given this idea, the study aimed to identify means in which to enhance low SES children's vocabulary in order to potentially encourage future reading development.

In chapter eight of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 238-279) discuss “developing vocabulary and concepts” in the class room. The authors present numerous strategies throughout this chapter and real world examples of them in action in a classroom. This chapter contains a plethora of information that is invaluable to the classroom teacher who is preparing students to understand the challenging vocabulary words they will be reading over or tested on. While reading this chapter, I came across many concepts and terms that were familiar to me and a few that were new or surprising.

It is important to note that children from higher socioeconomic backgrounds have higher vocabulary words. I also enjoyed the different methodologies used to decreasing the gap. In the article, Words Wizards for All, I really appreciated the word wizard approach. I liked how the words are constantly available for the students to use and that the words are also explicitly taught in an accessible manner. In the article Rationale for Vocabulary Instruction, I appreciated the approaches to make words come to life. This includes but not limited to exposure through context and explicitly teaching words. Including in this is an informal assessment process in which uses the level of knowledge in which the student knows individual words. I think this is important for vocabulary acquisition to see how well students are grasping and comprehending the

For many of the students in my class, vocabulary instruction is of chief importance to their reading comprehension and their understanding of larger concepts discussed in class. The standard I am choosing to discuss is one I implement weekly, if not daily, in my lessons because without the skills and strategies to learn new words and understand the various meanings of words and phrases, students will struggle to succeed

Vocabulary plays a crucial part in a child learning to read. A student that has limited vocabulary often prevents them from comprehending the text that he or she reads. Students that do not read well often times read less because they find that reading is tough and frustrating. Since these low level readers do not read enough their vocabulary does not improve. Unfortunately, as the student continues through school the gap between good readers and poor readers widens tremendously.

Although Children are pre-programmed to grow, they need all the right conditions to flourish to achieve their full potential. they must be able to attend and understand the spoken language in order to develop the skills that are needed in all academic and social areas. Lindsay, Dockrell, Law and Peacey (2010) illustrate the importance of understanding of how spoken language capability is vital for the development of literacy skills, listening and speaking as the roots of reading and writing. Until we develop children’s communication skills fully, they are unable to reach their full potential in reading and writing. This can only be achieved through a nurturing and stimulating environment, which responds to the child’s needs.

In the article, it is evident that rare words expand the vocabulary knowledge of children, prompt them to ask questions and accelerates the development of their reading comprehension skills. (Dickinson et al. 2003, p. 15). Discussions in the classroom produce opportunities for teachers to clarify the meanings of the words, repair misunderstandings of new words, as well as extend the children’s knowledge of them. (Collins, 2012, p. 16). By using sophisticated words children become aware of the possibility that they can misinterpret a word, which is important because it prompts them to check their understanding of the words they use. (Collins, 2012, p. 18). Children also begin to realize that certain words can have multiple meanings and thus can be used in different contexts. Exposure to sophisticated vocabulary can be developed in different settings such as small group play, mealtime or during story time. Children gain knowledge of the words used from other children and the teacher, and also compare their own understanding to new information that other children or the teacher provides. (Collins, 2012, p. 20). Research has shown that the use of complex words during play by the teacher contributes to children’s reading comprehension in the fourth grade. (Dickinson and Porche, 2011, p. 15). Hence, exposing children to sophisticated words at an early age provides them with a richer vocabulary, improved reading comprehension and stronger literacy development.

This article explains the theoretical underpinnings of vocabulary instruction and its importance to content area teaching. Additionally, the article provides four methods for educators to implement vocabulary learning in their classrooms. The article begins by indicating that vocabulary is a “predictor” for reading comprehension ability and students’ reading performance. Moreover, when a reader knows more words they can read more complex texts and write with more sophistication. The authors note that vocabulary knowledge needs intensify as students move up the middle and upper-secondary grades, with students needing to know well over 88,500 word families by the time they enter the ninth grade. In order to meet this need, content area teachers should focus not on direct instruction of vocabulary - e.g., assigning vocabulary list for defining and using in sentences - but rather focus on more context dependent vocabulary instruction. The recommended methods for teaching vocabulary in the secondary grades include: assigning (1) wide reading (reading 60 mins a day = 2,250,000 words a year); (2) select specific words and phrases to teach; (3) model word solving; and (4) utilize words in discussion. Ultimately, vocabulary is central to content area learning and it is important for vocabulary to

Teaching vocabulary to students is extremely important because it supports them in learning to read and comprehend text. Research shows that students need to have multiple exposures to a word before they understand and use the word correctly. A majority of schools require teachers to teach vocabulary with weekly lists provided to each grade level. This may seem like an acceptable method, but in reality students are only learning the vocabulary long enough to take the test on Friday’s. Instead of teachers trying to have their students memorize the vocabulary they need to focus on strategies to help them retain the words for future usage. Some of the strategies teachers can utilize are focusing on multiple exposures, tier two words, playing

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Language is everything; by using it we can show our happiness, sadness, wishes, all of things in our mind and heart, etc. Language also can be a bridge to connect one information to the others. We can use it in every session, it means that language is very important. According to Wardhaugh (2006: 1), “A language is what the members of a particular society speak”. There are many languages in this world, one of them is English. It is also as an international language.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.