Empowering Students With Word‐Learning Strategies: Teach a Child to Fish

Empowering Students With Word‐Learning Strategies: Teach a Child to Fish This article on word‐learning strategies describes a theory‐ and research‐based set of procedures for teaching students to use word‐learning strategies—word parts, context clues, the dictionary, and a combined strategy—to infer the meanings of unknown words. The article begins with a rationale for teaching word‐learning strategies, particularly to students with vocabularies smaller than those of many students their age. After this, the authors provide a definition of word‐learning strategies, a review of the most relevant research, and a brief description of the effects of the program. Next are descriptions of the curriculum, the instruction, and key aspects of the authors’ approach. The article concludes with a note stressing the importance of following initial instruction on word‐learning strategies with reviews, reminders, and prompts to use them over time and a description of two aspects of the program identified as particularly important by the teachers the authors worked with. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Reading Teacher Wiley

Empowering Students With Word‐Learning Strategies: Teach a Child to Fish

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Publisher
Wiley
Copyright
Copyright © 2018 International Literacy Association
ISSN
0034-0561
eISSN
1936-2714
D.O.I.
10.1002/trtr.1644
Publisher site
See Article on Publisher Site

Abstract

This article on word‐learning strategies describes a theory‐ and research‐based set of procedures for teaching students to use word‐learning strategies—word parts, context clues, the dictionary, and a combined strategy—to infer the meanings of unknown words. The article begins with a rationale for teaching word‐learning strategies, particularly to students with vocabularies smaller than those of many students their age. After this, the authors provide a definition of word‐learning strategies, a review of the most relevant research, and a brief description of the effects of the program. Next are descriptions of the curriculum, the instruction, and key aspects of the authors’ approach. The article concludes with a note stressing the importance of following initial instruction on word‐learning strategies with reviews, reminders, and prompts to use them over time and a description of two aspects of the program identified as particularly important by the teachers the authors worked with.

Journal

The Reading TeacherWiley

Published: Jan 1, 2018

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