A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties

摘要: There is reliable evidence that new vocabulary primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate growth, they often have difficulties inferring the meanings of words from context. While there are no clear solutions problem acquisition for older students with reading difficulties, instructional approaches some effectiveness this population. We describe research base promising practices related three aspects instruction: (1) creating a verbal learning environment fosters consciousness, (2) selecting teaching specific words, (3) an strategy combination contextual morphemic analysis. These grounded overarching principles recognized by researchers as being characteristic effective instruction including explicit instruction, promoting cognitive collaborative engagement, providing many opportunities practice, distributed teacher feedback. Finally, we discuss possibilities inherent cross-content schoolwide approach at secondary level. conclude call additional examining development school model.