Expanding Vocabulary Knowledge

How to Help Your Child or Student Expand Their Vocabulary

Overview of Vocabulary Development:

As can be expected, vocabulary knowledge is critical to reading development. Vocabulary is beyond correct decoding. Vocabulary is understanding the meaning of the word.  Expanding the student’s knowledge bank of vocabulary words is important to comprehension. The greater the student’s vocabulary the easier it is to make sense of and understand text.  Vocabulary is generally related to understanding individual words where comprehension generally refers to understanding larger parts of the text. Vocabulary and overall comprehension are closely related.

Vocabulary knowledge is distinct from the skill of decoding print. A student can fully understand words that he is not able to read. For example a five year old has a much larger speaking and understanding vocabulary than a printed reading vocabulary. He may not be able to read the printed words ‘gorilla’, ‘vacation’ or ‘chocolate’ but knows exactly what the words mean. He has the necessary vocabulary knowledge even though he can’t read the print. In contrast a student may be able to correctly decode a word perfectly and still now know what it means. This would be a vocabulary knowledge issue. Of course for comprehension, the student needs to both accurately decode the word and know what the word means.

Expanding a student’s vocabulary knowledge is important to reading development.  Vocabulary instruction leads to gains in comprehension (noted by the National Reading Panel). A comprehensive reading program needs to include vocabulary development. The student can learn vocabulary both incidentally and through direct instruction.   Various techniques designed to directly build vocabulary are effective in expanding vocabulary knowledge and improving reading comprehension.   Optimal learning occurs when vocabulary instruction involves a combination of different techniques.

Specific Actions You CAN Use To Help Students Develop Vocabulary:

Vocabulary is enhanced by both direct instruction and incidental exposure. Techniques you can use to help your student expand their vocabulary knowledge include:

• Directly teach new vocabulary to the student. To maximize effectiveness the student should learn and practice new words both in isolation and in context. The student can practice the meaning of the words in isolation (word lists with definitions) and in context (using the word in a sentence).   In other words, the “old-school” English teacher method of presenting a list of new vocabulary words and having students write both the full definition and writing a complete sentence using the word is highly effective in helping students learn new vocabulary. These direct methods of expanding vocabulary have beneficial impacts on reading comprehension.  

• Highlight and define key words before having the student read a passage. Comprehension is improved when students to learn new vocabulary words before reading text. This strategy is especially beneficial with subject terminology that is critical for overall comprehension. Acquiring the vocabulary knowledge prior to reading the text enhances overall understanding of the material.  (For example before reading a science chapter on energy, highlight and learn the meanings of kinetic energy, potential energy, thermal energy, conduction, convection and radiation.)

• As a part of guided reading, have the student stop if he does not know the meaning of the word. You can verbally explain the word and then have the student  reread the sentence.  As they read, the student will also ‘figure out’ the meaning of many new vocabulary words simply from context.

• Help the student learn to use a dictionary as a resource. You want to help the student learn how wonderful and informative a good dictionary is. The goal is to help the student to progress from the stage where they need direct orders to ‘go look it up’ to where they voluntarily reach for the dictionary to determine word meanings.  Directly practice looking up new words in a dictionary.

• Help the student learn to notice new unknown vocabulary words. The student can then either look up the word as they are reading or they can write down the word for later. It is helpful for the student keep a small notepad to record new words.  The student can then look up and learn these unknown words at a later time.  My daughter prefers the ‘write down for later’  method, because she does not have to stop reading a good book to look up a definition.  To encourage the student, you can even come up with a system of rewarding a certain number of new vocabulary words.

• Repetition and multiple exposures to new vocabulary enhance vocabulary knowledge.  In other words, teach words more than one time and have the student practice words more than once.

• Vocabulary can also be learned indirectly/incidentally through exposure. Vocabulary knowledge can be acquired through oral conversations, discussions and other verbal presentations. In general, written language contains a higher level of vocabulary than oral language.

• Because vocabulary is acquired through exposure, books on tape can be an excellent supplemental tool for exposing students not only to expanded vocabulary but also the benefits of a wide variety of literature and information.  A collection of fiction and non-fiction audio books are found at most libraries. While these audio books should not replace reading, they offer an opportunity to expose your family vast wealth of literature at times where sitting down and reading a book is not feasible. These audio books can be listened to while driving in a car, preparing dinner, conducting chores or while engaged in other activities. For example, my son loves to listen to audio books while playing basketball in the driveway.

• Students can also learn new vocabulary from various word games.  Fun vocabulary games, such as crossword puzzles and the vocabulary quizzes found in Reader’s Digest magazine, can be used to expand vocabulary in an entertaining manner.  You can also make your own games where members of the family find,  learn and quiz each other on their ‘new’ words.

• Direct instruction in the most common affixes (prefixes and suffixes) helps students expand their vocabulary knowledge. Learning the meaning of these common ‘building blocks’ helps students understand many new words. The definitions of common prefixes and suffixes are included in Section 6 (Multisyllable Words) of Back on the Right Track Reading Lessons. Other lists and  definitions of common prefixes and suffixes can be found in dictionaries, internet searches and vocabulary programs.

• Direct instruction in the common Latin and Greek root words is highly beneficial in expanding vocabulary knowledge.  Study of the Greek and Latin root words provides a strong foundation for vocabulary development. For example if the student knows the Latin root script=write they can better understand the meaning of the words scribe; transcribe, manuscript, prescription, inscription, describe, transcript. 

Lists of root words are readily available through internet searches for ‘common root words’.  Many sources can be found on organization (.org) and education (.edu) websites.  In addition, complete structured root word programs such as “English from the Roots Up” by Joegil Lundquist are also available.  

A partial list of common Greek and Latin root words:   

Greek Roots:

astron - star (astronaut, astronomy, astrology, astronomical)

auto - self (automobile, automatic, autobiography, autograph, automate, autonomy)

biblio - book (bibliography, Bible, bibliomania)

bio - life  (biology, biodegradable, biography, biosphere, antibiotic)

chron - time  (chronology, chronic, synchronize, chronological)

demos - people (democracy, demography, democratic)

dia - across or through (diameter, diagonal, diagnosis, diagram, dialect)

geo - earth (geology, geometric, geography, geopolitical, )

graph - to write or draw (graph, telegraph, graphic, autograph, homograph)

hemi - half (hemisphere)

homo - same (homograph, homogeny, homonym, homophone)

hydro - water (hydrant, hydrate, hydroelectric, hydrology)

logos  - word study  (logic,  -ology = the study of biology, geology)

mega - large or great (megaphone, megapod)

meter - measure (thermometer, barometer, diameter, optometry, altimeter)

micro - small (microscope, microbe, micron, microfilm)

mono - single (monorail, monologue, monarch, monopoly)

para - beside (parallel, parable, parenthesis, paragraph, parachute)

pathos - feeling (pathetic, apathy, sympathy)

philia - love friendship (Philadelphia= city of brotherly love, philosophy, philanthropist)

phobia  - fear  (claustrophobia, hydrophobia)

phone - sound (phonics, telephone, symphony, microphone, phonological, homophone)

photo - light (photograph, phototropic, photocopy, photosynthesis)

poly - many (polygon, polymer, polynomial, polygamy, polyhedron)

psych - mind, soul (psychology, psychic, physics, psyche)

scope - to look at inspect (scope, microscope, telescope, periscope)

sphere - ball (hemisphere, sphere, spherical, atmosphere)

syn/sym -together or with (synonym, symphony, synchronize, synthesis, symmetry)

techne - skill or art (technology, technical, technician)

tele - distant, far away (telephone, telegraph, telescope, television)

therm - heat (thermometer, thermostat, thermodynamics, thermos)

thesis - place position (thesis, theme, synthesis)

tropic -turning  (tropics, phototropic)

Latin Roots:

annus  - year (annual, anniversary, perennial, annuity)

aqua - water (aquarium, aquifer, aqueduct)

audio - hear (audible, auditory, audience, auditorium)

bene - well, good (beneficial, benefit)

bi - two (bisect, bicycle, bipartisan, biped, binary, binocular bicentennial, bifocal)

capitis - head (capital, captain, cabbage, capitalism)

centum - hundred (centimeter, cent, percent, century, centipede)

circum - around (circumvent, circumference, circulate)

contra - against (contrary, contradict, contraband, contrast)

dict/dictum- say or speak (dictate, dictionary, contradict, dictation, predict, verdict)

duct  - lead  (conduct, aqueduct, conductor)

duo - two (dual, duet, duel, duplex)

equi - equal (equitable, equator, equal)

finis - end (finish, final, finite, infinite)

fix - fix or attach (fix, affix, prefix, suffix)

fract - break (fracture, fraction, infraction, refract)

ignis -fire (ignite, igneous)

ject - throw (reject, interject, object, project)

junct or join - join or connect (join, joint, junction, rejoin)

manus - hand (manuscript, manufacture, manual, manipulate, manicure)

migrat - move (migrate, migrant, migratory)

ped - foot (pedal, pedestrian, pedestal, centipede)

populus - people (people, popular, population, republic, publish)

port - carry (portable, porter, deport, transport, import, airport, portage)

pre - before (predict, prepare, predawn, preset, preamble)

quartus/quad - fourth (quart, quadrant, quarter, quadrilateral)

scribe/script - write (script, transcribe, prescribe, scribble, inscribe, describe, manuscript)

spect - look (inspect, speculate, spectacle, perspective, introspect)

struct - build (construct, structure, destruction, instruction)

tempor - time (temporary, contemporary, temporal, tempo)

trans - across (transfer, transcript, transplant, transparent, transaction, transmit)

verb - word (verb, verbiage, proverb, verbal, verbose)

vid/vis - see (video, visible, evident, visual, visit, visitor)

Vocabulary knowledge is just one skill necessary for proficient reading. Link to the Free Reading Information page of the Right Track Reading website for additional information, articles and resources on teaching students to read proficiently.

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This article was written by Miscese Gagen a mother with a passion for teaching children to read proficiently by using effective methods. She is also a successful reading tutor and author of the reading instructional programs Right Track Reading Lessons and Back on the Right Track Reading Lessons. The purpose of this article is to empower parents and teachers with information on teaching children how to read. We CAN improve reading proficiency, one student at a time!  More information is located at www.righttrackreading.com   ~ Copyright 2007 Miscese R. Gagen ~