Design & Implementation of a School-Wide Vocabulary Program to Improve Reading Comprehension - Coursework Example

Learning to Read 1 Designing and Implementing a School-wide Vocabulary Program To Improve Reading Comprehension. Learning to Read 2 Aim: To plan a vocabulary program for the students between the grade 3-8 of the elementary school in Chicago through an interventional vocabulary instruction program assessed through Northwest Evaluation Association. The vocabulary knowledge and comprehension skills are absolutely linked. In fact, the vocabulary standard decides the strength of language and understanding of texts in children. However, there are some issues and problems recently identified in elementary school level children in places like Illinois. Researches show that the reason behind that might be due to various factors such as inexperienced teachers, children coming from non-native country, family background not familiar with the instructing language. Etc. Children in the grade levels 3-5 faces the initial stage of vocabulary development, through that their comprehension skills also tend to develop. Vocabulary is a part of language learning; in fact, the strong hold of vocabulary reflects the fluency that a child possesses. If learning is not practised successfully then the result might end up in failure to understand the text ideas. This problem id found or identified mostly in children who are between the grades 3 to 8. If we consider grade 3, is it supposed to be the critical stage of learning in which the child could get an exposure to the concept of understanding. The National Centre for educational Statistics, [1998] say that many American students from the fourth Grade fail to do the comprehension part of learning. The National Assessment of Educational Progress has come forward with some categorisations regarding the level of understanding a child has. They split the children depending upon their ability to read and understand the vocabulary and the link between words. NAEP categorise children as [1] Below basic performance, [2] basic performance, Learning to Read 3 [3] Proficient performance and [4] Advanced Performance. Their assessment report of 1992, 1994 and 1998 has proved that only 35%, 37% and 38% respectively of the forth grade students show their proficiency level above the average point. [NAEP Report, 1998: p.19] When we analyze the earlier part of teaching, teachers tend to teach only with the intension of explaining the meaning of a larger portion of the text rather giving a detailed touch to word-by-word. Durkin, [1979] feels that teachers during the process of teaching explain the context quickly without paying additional attempt to comprehension skills. Today’s teachers need to grab as mush knowledge as possible about teaching comprehension successfully. Researchers are keen in improving innovative intervention methods to revise the teaching skills and learning skills of the teachers and the students in the 3-8 grade levels. Children come out successfully in the tasks of reading and writing provided the influences form home and school help them along with their already existing experiences in learning says Snow, Burns and Griffin [1998]. For example, Stahl [1985, 1986] has proposed some basic levels in the process of improving vocabulary, they are [a] Association processing- explaining the meaning of a word and identifying the relation of the word with the text. [b]. Comprehension processing- helping the students to explain their understanding in terms of certain exercises involving finding the opposite meaning for that word, etc [c]. Generation processing- explaining a new word in a different way to indicate the depth of its meaning. However, how long these ideologies would bring the outcome successfully remains a problem. Baumann and Kame’enui [1991] observe vocabulary development and teaching as “fertility versus futility”. Some other argues in terms of giving direct instructions to students to improve their vocabulary skills. A few like Stoller and Grabe [1993] observe that Learning to Read 4 implicit and explicit teaching strategies would bring an effective result in improving vocabulary in both native and non-native speakers of English. The learning atmosphere, standard of teaching, family background and the social circle all play equal role in determining the learning process of a child. Sacrborough [1998] observes the difficulty in learning a language as part of “preschool impairment”, August and Hakuta [1997] say that children face difficulty as they might have very less access with English Fluency, and this could be associated with learning other languages also. Gilger, Pennington &De tries [1991] observes in some cases that difficulties might arise in learning due to the fact that their parents too possess same sort of problem in learning and reading. Chall et all [1982] argues that a standard learning atmosphere along with direct instruction and incidental learning might produce a deep understanding and relationship that exist between words. Where as treatment given to students who have a very low progress in learning to read and write a foreign language might end up in other problems such as loneliness, etc. Allowing the students to participate in all the teaching programs with in the classroom atmosphere along with other students who have a good learning standard will lead to good scope for them to improve their reading style. Duffy & Hester [1999], p-491 observes, “removing students from the regular classroom and placing them in resource rooms for special or compensatory education services prevents classroom teachers from realising that something is wrong with the instruction in their own classroom” Independent reading is appreciated as well as less approved by researchers. Krashen [1993], Cunningham and Stanovich [1991]: and Stanovich and Cunningham [1993] observe that Learning to Read 5 independent reading has a lot to do with improving the reading skills of the children. They say Students who are allowed to read independently come out as better readers the possibility of getting good score also increases then the other who are not involved in this type of practise. Morphett and Washburne [1931] observe that children who have been trained to receive formal instructions at the 3 grade level have more chances to succeed in learning to read. Independent reading argues many researchers, provides the students to increase their background knowledge, and vocabulary and motivation to learn. In the case of children who come from a poor background should have at least an affordable right to use printed form of matters and some one to assist them to read argues Taylor and Dorsey- Gaines [1988]. Juel [1988] feels that children from a low economic background and learn non-native languages as their first language are at the position to enter “longitudinal studies”. Where as, Flowers and Roos [1994] have provided some options to teach reading process, they are literature based reading programs that should be included for children in the earlier grades along with the support from teachers and parents. They feel that this kind of atmosphere with the support from both teachers and parents might the children them feel as better readers. Morrow and Weinstein [1986] observes in their practical application of classroom-based studies that literary activities with the help of providing a library atmosphere inside a classroom and allowing the students to find out a book based on titles really encouraged the students in the process of learning to read lot of titles. Juel [1988] also observes that if a child fails to conquer the process of reading at grade 1 wil never remain the same till grade 4 and this status in reading and learning continues as they grow Learning to Read 6 older and older. Allington [1980] argues that learning and reading process should be treated in a proportionately. While the time limit allowed to learn reading and the time given to pass the tasks of reading should be equal. One more intervention was observed by Johnston, Allington and Afflerbach [1985], that is “replacement program”. They treat this program as a replacement method for the earlier routine classroom programs. Santa and Hoien [1999] say that the class room atmosphere would be a place for children to develop their reading and understanding skills than implementing any other program. Dorothy S.Strickland [2000] p-69 has to say that children should be trained to learn, read and write in a “relatively predictable pattern”. She feels that the success of reading comprehension could be attributed to a variety of factors and experiences such as 1. Having a “normal or above average language skills” 2. Having come from homes which have provided them with a “fair amount of motivating and pleasurable experiences with books and literacy and 3. Having come from schools “they attend after experiences that help them understand and use reading”. The National Assessment of Educational Progress [NAEP] has been formed in 1969 with the intension to assess the standard of students’ at the elementary, high school levels. Directed by the Department of Education, U.S assess the standards of students in the 4th, 8th and 12th grade every two years once. As the average score for the student in the above-mentioned standards are found to be very low, more over, their reading capacity and vocabulary strength are also found to be under Learning to Read 7 average. They observe that “Between 1992 and 2005, there was no significant changes in the percentage of fourth grade students performing at or above basic level…”[NCES, 2005] Intervention and strategies in teaching methods are the most suggested ideologies by research people. Intervention has to be implemented in teaching the students to make them learn to read and improve their vocabulary, to remember words, to develop word knowledge, to assist teachers to foster word consciousness, and to allow independent reading etc. Vocabulary practise determines the success of reading in a student. The gradual growth of a child should be incorporated along with learning and reading development, as the child in the 1, 2, 3, grades is capable to capture what ever is taught to them, in other words these grade levels are critical to child which is in the process of learning. Senechal [2006] points out a research based observation that “young children can learn spoken vocabulary through imitation. Imitation provides children with opportunities to practise retrieving the labels for newly acquired words…repeated exposure with words might be sufficient for accusation of comprehension vocabulary” He also advocates the methods of learning vocabulary from picture books and insist on the methods of learning after reading the book twice to improve the vocabulary standard of children. In addition, this he feels, would help the children to remember words. The Vocabulary Acquisition after reading the book twice is a method with the help of “Peabody picture vocabulary test” [Senechal 2006] provided the observation that children do remember novel words even after one week, but throes with a limited exposure to vocabulary from Learning to Read 8 the earlier reading did not reach the desired standard says Senechal. From this, it becomes quiet clear that children tend to remember words provided a repeated exposure to novel words is given. In a study conducted by him, he observed that “Sixty three- and four- y e a r-olds participated in one of three book reading events: (1) they listened to the book read once;(2) they listened to the book read three times; or (3) they answered labelling questions during three book readings” Senechal [2006].Apart from the steps taken to improve the reading standard of children teachers on the other side have a major role to play in the development. The teaching style of some of teachers remains the same. Many researchers feel that teachers must bring some strategies. Some of the strategies suggested by Senechal [2006] to teachers are “repeated reading”, “active involvement during repeated reading”, “developmental and individual differences”, and finally insist on the role of early educators as being very important. Teacher’s behaviour and interaction in a combined way decides the outcome for a child in the process of learning. Acquiring word consciousness is also a part of development in vocabulary. Remembering words while involved in the process of reading will lead the children to word consciousness. Researchers feel that word consciousness should be included long with vocabulary development program. Fostering word consciousness has become the primal concern for those involved in implementing vocabulary development programs. The International Reading Association [2006] observed some methods to foster word consciousness such as “modelling”, “recognising” and “encouraging adept diction”. This methods involves students to adept diction from the desired texts and asking them apply that in their own speech and writing. They [International Reading Association 2006] observe that “When students Learning to Read 9 hear unfamiliar words used to describe concepts they are familiar with and care about, they become curious about the world of words. In addition, they learn from experience that word choice possibilities are immense and varied”. One more method proposed by the International Reading Association is “word of the day”. Through this method either a teacher or the student should spend some time every day to learn a new word and analyse the link hat exist between the word and the society. Diamond and Gultlohn [2006] has to say on vocabulary development “Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies”. Teaching to the children who have a very low vocabulary standard is, as already mentioned a very important part in learning. Some difficulties arise due to lack of teaching skills in teachers. Meier [2005] suggests seven steps for teachers to find out and improve the standard of the struggling reader. They are [1]. Get to know the family: this includes understanding the family and community background of the child who might have come from a native language-speaking circle. [2] Get to know the student: it is to find out exactly in which area the student has more interest. [3]. Tap into the specialists and resources in your own building: to make use of the special resources such as intervention programs both for the teachers and the students. It is the duty of the teachers to identify what kind of resource might well get the child out of reading difficulty. [4] Encouraging good literary habits at home Learning to Read 10 [5]. reflecting your own research based teaching: this could be achieved by giving good reading instructions to the children. [6]. Advocate for the students through school based and outside resources: to assist the students as well as their family members to find out outside tutoring for extra attention to. And finally [7] staying informed: as an expert in teaching , a teacher should know the recent development in the field of teaching and learning. However, these steps could be followed for children above 5th grade. Children in the 3rd grade require lot of care, as already mentioned they are in the initial stage of learning and possess more grasping power than grown up children. A comprehension reading or a picture book reading might suit very well for children in the 3rd to 5th grade. Story reading or independent reading exercises might work very well for those in 6th-8th grade. Intervention to foster word consciousness in children must include the process of “word of the day” or “modelling and adept reading” method. Above all, it also depends upon the teacher who should monitor the standard of the students now and then by asking them to recollect the words that they come across during the process of reading and learning. Meier’s seven steps for teachers to improve vocabulary skills in children is suitable for 7th, and 8th grade students. Senechal’s repeated reading” and “picture vocabulary test” also shows possibilities of improvement in remembering words as well as developing the word consciousness. Strickland’s “reading in a relatively predictable pattern” and the other methods such as literature based reading programs looks suitable for children form 6th to 8th grade. However, for those in between 3rd to 5th grade, the teacher has a primal role to assist the students. More special care and concentrated attention is required for them. . Allington, R.L. [1980]. Poor readers don’t get to read much in reading groups. Language Arts, 57, 873-875. August, D.A., &Hakuta, K. [Eds]. 1997. Improving schooling for Language –minority children :A Research agenda. Washington. DC: National Academy Press. Baumann, J. F., & Kame`enui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632). New York: Macmillan Chall, J., Snow, C., Barnes, W., Chandler, J., Goodman, I., Hemphill, L., & Jacobs, V. (1982). Families and literacy: The contribution of out-of-school experiences to childrens acquisition of literacy. A final report to the National Institute of Education. Cambridge, MA: Harvard Graduate School of Education Cunningham, A.E., and K.E.Stanovich. 1991. Tracking the unique effects of print exposure in children: Associations with Vocabulary, general Knowledge , and Spelling. Journal of Educational Psycholgoy 83[2]: 264-274. Diamond, Linda., Gutlohn, Linda., 2006. “Teaching Vocabulary” .online available from http://www.readingrockets.org Duffy-Hester, A. [1999]. Teaching Struggling readers in elementary school classrooms : A review of classroom reading programs and principles for instruction. The Reading Teacher, 52. 480-495. Durkin, D. [1979] Teaching Them to Read . Boston, Ma:Allen and Bacon, Inc. Flowers, P.., and M.C. Roos. 1994. Literature –based reading programs: Elements for success. ERIC , Ed 373319. Gilger, J.W., Pennington, B.F., & DeFries, J.C. [1991]. Risk for reading disability as a function of parental history in three family studies. Reading and Writing: An Interdisciplinary Journal, 3, 205-217 International Reading Association. “The Place of word Consciousness in a Research-Based Vocabulary Program”. Online available from http://www.reading.org/Library/Retrieve.cfm?D=10.1598/0872071774.7&F=bk177-7-Graves_4.html Johnston, P.A., Allington, R.L., & Afflerbach, P.[1985]. The Congruence of Classroom and remedial reading instruction. The Elementary School Journal, 85, 465-478. Juel, C. [1988 April]. Learning to read and write: A longitudinal study of fifty –four children from first through fourth grade. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Krashen , S.D. 1983. The Power of reading :insights from the research. Englewood, Colo: Libraries Umlimited. Meier, Joanne [2005]. “Seeking Help for a Struggling Reader: 7 steps for Teachers”. Online available from http://www.readingrockets.org/article/4528 Morrow, L. M., and C. S. Weinstein. 1986. Encouraging voluntary reading: The impact of a literature program on children’s use of library centers. Reading Research Quarterly 21(3): 330–46. Morphett, M.V.and C.Washbourne. 1931. When Should Children begin to read?Elementary School Journal 31: 496-508 National Centre For Educational Statistics “Reading Results Executive Summary for Grades 4 and 8”. Online available from http://www.nces.ed.goc Santa, C., & Hoien, T. [1999]. An assessment of Early Steps: A Program for early intervention of reading Problems. Reading Research Quarterly, 4, 54-79 Scarborough, H.H. [1988]. Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors . IN K.Shapiro, P.J. Accardo, & A.J.Capute [Eds], Specific reading disability: A view of the spectrum [pp.77-121]. Timonium, MD:York Press. Senechal, Monique, P.hd. “Read It again, Pam! On the importance of repeated reading for the development of language”. Online available from http://www.cllrnet.ca/Research/Workshops/oct18/Ch6-Senechal.pdf Snow, C.E., Burns, M.S., &Griffin, P.[Eds]. [1998]. Preventing reading difficulties in Young Children. Washington, DC: National Academy Press. Stahl, S. A. (1985). To teach a word well: A framework for vocabulary instruction. Reading World, 24(3), 16-27. Stahl, S. A. (1986). Three principals of effective vocabulary instruction. Journal of Reading, 29, 662-668. Stoller, F. L., & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 24-45). Norwood, NJ: Ablex Publishing Taylor, D., and Dorsey-Gaines.C 1988. Growing up Literate: Learning from inner-city families.Portsmouth, N.H: Heinmann. Read More