Reading and Vocabulary Development

By Ediger, Marlow | Journal of Instructional Psychology, March 1999 | Go to article overview

Reading and Vocabulary Development


Ediger, Marlow, Journal of Instructional Psychology


Developing a rich listening, speaking, reading, and writing vocabulary is important in all curriculum areas. In the reading curriculum, in particular, a quality vocabulary needs to be achieved by each pupil. One reason that pupils do not read well is that they do not possess a functional vocabulary for reading. Enriching and developing pupil vocabularies should be a major goal in each academic discipline.

The following are reasons for teachers guiding learners to possess a rich vocabulary: (1) subject matter and ideas are expressed with more clarity and accuracy, (2) proficiency in the work place might well depend upon individuals having a quality vocabulary, (3) individuals seemingly have more prestige if their listening, speaking, reading, and writing vocabularies are adequately developed, (4) greater enjoyment of reading is in the offing if a person has a rich functional vocabulary (5) vocabulary development is salient in problem solving. A person with a rich vocabulary should have a better opportunity to develop his/her personality, (6) conversations carried on with other persons require a rich vocabulary. There needs to be an appropriate number of words used that carry intended meanings, (7) variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts, and (8) use of diverse terms and concepts in speaking and writing adds variety to quality communication. Vocabulary development becomes a tool to take in, such as listening and reading, as well as provide communication to others within the framework of speaking and writing.

The reading teacher needs to select quality objectives for pupils to achieve in the area of vocabulary development. These objectives need to emphasize what is relevant and functional. Certainly, pupils should be able to use what has been learned. Learning should not be for its own sake but rather be for personal use and application in society. Important vocabulary terms should be acquired by pupils. Adequate time must be given in choosing what pupils need to learn. This cannot be hurried, because vocabulary development emphasizes that which must be learned in depth, not survey approaches. Objectives pertaining to vocabulary development need to stress securing the interests of pupils in ongoing lessons and units of study. Ways of developing and maintaining pupil interest in learning must be emphasized. If pupils do not reveal interest in learning, they will not achieve as optimally as possible.

There needs to be objectives reflecting pupils working collaboratively. Within the cooperative endeavor, pupils listen to others and use oral communication with opportunities to achieve in vocabulary development. There are definite social goals here in that pupils need to learn to work harmoniously with others. And yet pupils also should be able to work by the self and achieve on an individual basis.

Vocabulary development emphasizes that pupils seek purpose in learning. Purposeful learning in vocabulary development means that pupils perceive reasons for achieving. I think that one cannot stress too strongly that vocabulary development for pupils should have as a goal that purpose is involved in learning. Purposeful learnings have as a goal that pupils perceive the values inherent in vocabulary activities. If these values are lacking, the teacher should stress other vocabulary development lessons for learners.

Objectives to emphasize the importance of meaningful learnings. If meaning is lacking, the chances are pupils will memorize terms and concepts for testing purposes only or largely. Meaning stresses the importance of pupils understanding that which has been learned. Use cannot be made of a new vocabulary term unless understanding of prerequisites in vocabulary terms is prevalent. With prerequisites, background information is needed to attach meaning to vocabulary terms being studied.

Objectives in vocabulary development for pupils should emphasize pupils experiencing the concept of providing for individual differences. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Reading and Vocabulary Development
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.