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Importance Of Vocabulary Development In

Aquiring Fluency In Children
February 1, 2012 //
1

Why is vocabulary development important to acquiring fluency in reading? Vocabulary

comprehension is a crucial component in acquiring reading comprehension skills. Successful
vocabulary development ensures that students will develop metacognitive skills which will assist
children in comprehending advanced texts requirements when they leave the learning to read phase,
and are expected to read to learn. Comprehension is not the sole factor in word recognition and
memorization of definitions; it is merely a main component of vocabulary development. For children
who have not acquired proper knowledge of the meaning of words, reading comprehension will
prove difficult if not impossible.

Children who are poor readers may lack the proper vocabulary to comprehend what is read and will
find reading difficult .Struggling students will attempt to practice avoidance techniques such as
procrastination, or misplacing a text, rather than read a book overloaded with a vocabulary that is
foreign to them. Without exposure to new words students do not acquire the skills needed to
achieve fluency. As time progresses and children receive increasingly demanding work, students
continue to fall behind academically. A result of not achieving fluency is the “Matthew Effects”. Bio
social economic disparities within a child’s environment result in the “rich get richer and the poor get
poorer” consequence. Excelling readers become avid readers and poor readers become poorer
readers. Poor readers will read only when necessary thus learning fewer words

Vocabulary can be divided into three parts. Auditory vocabulary is composed of the words that are
heard. Verbal vocabulary is composed of words that are used in speech. Reading vocabulary is
composed of words that are seen in print and can be decoded. Acquiring a fluent reading vocabulary
requires more than looking up the definition of words in a dictionary. A proper form of instruction is
required for children to develop word knowledge in-depth. Students need to be empowered with
skills to Develop strategies that will increase the growth of word knowledge.

For word knowledge growth to occur four obstacles to vocabulary development must be
addressed. If obstacles are not recognized, a successful reading experience cannot occur.
1) The size of a task, the number of words that students need to learn is large.

2) The difference between spoken and written English levels. The vocabulary of written English
such as what students experience when reading a text differs from conversational English. Children
who have do not have exposure to literate English in their environment may come from English and
non-English speaking households.

3) Limitations of sources of information about words. Children may have limited resources of
reading materials in their environment. Thus, severely limited their experiences with words.

4) The complexity of word knowledge. Children must comprehend more than dictionary
definitions. Memorizing a definition does not ensure the word could be used in reading or writing.
Different words pose varied demands on students.

The size of the task

Students learn words at a rapid rate, estimates range in the thousands. Without instructional
intervention, the vocabulary gap between fluent and non fluent readers gets larger. Students add
2000 to 3000 words a year to their vocabulary. This breaks down to roughly six new words a day.
One can surmise how the gap between fluent and non fluent readers widens every year. Knowing
the meaning of words can result in children comprehending new ideas and concepts faster than their
peers with more mediocre vocabularies.
Differences in word knowledge begin at an early age. Children are exposed to varied ranges of
words in their homes and communities. Socioeconomic classes can hinder or encourage exposure
to words. Children from lower socioeconomic backgrounds will not have an opportunity to be
exposed to experiences that well off children are. Children from households where parents are
employed in professional positions are exposed to 50 percent more words than children from
working class families. Finding ways to balance this vocabulary inequity reinforces the importance of
creating opportunities for lower-income children to receive exposure to activities that enhance
vocabulary and language development. If schools develop programs that rectify a child’s
experiences growing up in a home that does not promote language and vocabulary development
fluent readers will emerge due to positive school experiences.

Differences between spoken and written English

Spoken language is less descriptive than written language. Speakers use many communicative
tools to convey a message. Gestures, vocal intonations, and body language are not available to
writers. Friends depend on shared knowledge during conversations. Certain descriptors are left out
because it is assumed that a friend already knows what the person is speaking about. Friends may
use words like “you know who” during a conversation. Reciprocal feedback occurs during verbal
communication so any misconceptions could be validated verbally. Writing relies on more precise
methods as the only mode of communicating a thought is the written word.
Differences between the spoken and written word poses a problem for English as a second
language students. Students may learn to speak English within two years and appear
conversationally fluent but their vocabulary deficits may be hidden. Students who cannot claim
English as their native language learn conversational English before they become proficient in
written English. Educators must take these factors into account within their classroom or a child
could be diagnosed as learning disabled when the English language learner is merely having
difficulty comprehending a book.

The Literate English vocabulary can pose difficulties for children who come from an English-
speaking household as well. Certain words such as restore may be read in a book but the child is
not acquainted with the word through life experience. Childrenwho live in a low-income environment
will most likely not know what renovate means, by comparison children from an affluent environment
would most likely comprehend the definition of renovate in print due to exposure.

Sources for Learning Independently

 Dictionaries are common in many classrooms. Dictionary instruction focuses on having children
look up words they do not know and learn definitions. Children have problems have difficulty looking
up words in the dictionary if they do not know how to spell the word and often misinterpret the
definitions. Dictionaries often have multiple definitions and children struggle to choose the proper
meaning. Children may attempt to use word parts to comprehend new words. However, many
words in the English language have multiple meanings such as steak/stake, rain/reign, plain/ plane.
This can be confusing to a child
Students will likely acquire vocabulary knowledge as they pick up meanings of words from context
as they read books. Context has beneficial long-term effects. Words will be encountered repeatedly
by gradual accumulation of information related to the words that are read. Repeated encounters with
words reinforce the odds that vocabulary growth occurs. One encounter with a word does not allow
automatically to occur. When one knows a word the definition is usually comprehended. Knowing a
word and acquiring the capability to use it speech, writing, or comprehension are extremely different.
Children may be familiar with the word at or so and still have difficulty with defining the word.
Definitions talk about a meaning but do not constitute word meanings.

Definitions identify, and then describe differences within a word category. Meanings of words are
not fully comprehended in descriptions of relations to other words. Students must experience a word
in context and learn how its definition relates to other words that are used in its place.
Comprehending the meaning of words as they are used in different contexts such as Joe gave the
waitress a five dollar tip, the doctor gave my son medicine, or the actors gave a wonderful
performance. Each act in the example differs from the others. Children cannot learn this from a
dictionary definition. Children need to see words used in multiple contexts to comprehend how the
words meaning changes. Each example had a receiver and giver but the meaning was different in
each example.

Vocabulary knowledge is complex because all words are not similar. Vocabulary has function words
and content words and these are not the same. Function words are syntax words that describe the
function of a sentence. If function words are nonexistent, a sentence becomes unintelligible.
Function words are learned relatively easily with merely 100 function words accounting for relatively
50 percent of words conveyed in English language. A content word is large, accounting for nouns,
verbs, and adjectives which convey information in print. Content words veer towards abstract or
concrete and are descriptive, such as things, sounds, and colors. Abstract words are difficult to learn
as they have to be taught through example. Concrete words can have connections to an object.
Content words can teach a new concept, a new way of organizing ideas, and experiences. An
example is photosynthesis which needs to be learned in the context of another scientific idea.
Concepts are learned through repetition and experience and are vital to vocabulary
development. What qualifies as reading for vocabulary growth? Reading material should be to
students at a variety of levels. Reading for enjoyment can increase fluency skills as the child is most
likely reading text that they are familiar with. Challenging text should be available to give children the
opportunity to acquire new skills.

The text must not be so challenging however that the child will get frustrated and avoid reading the
book. Reading strategies may be developed by assisting the child in developing strategies that
assist them in reading challenging books without becoming frustrated. Students who learn
comprehension strategies tend to find reading more palatable. How to increase motivation levels is
of the utmost importance in the road to fluent reading. Classroom climate is an important factor in
encouraging reading. Classroom environments that promote reciprocity, a variety of reading
materials, ample pockets of time to read, and social interactions with peers and the teacher during
reading time increase students motivation to read. An important motivation booster is modeling.

Teachers would be well advised to mention to students that they like to read specific books.
Teachers present a great example of how enjoyable reading can be by making a point to read in
front of the students. Exposure to books in the classroom will have a positive effect on English
language learners and English-speaking students who have developed fluency in conversing but do
not have much exposure to text outside of the school environment. Successful classrooms can
create an atmosphere that takes advantage of verbally fluent students by increasing the level of
spoken language in the class. Incorporate words that are present in print to increase literacy.

A great way to induce exposure to literate vocabulary is to read story books to the children and allow
time for discussion of the content. Reading aloud is conducive to acquiring the meaning of new
words. Audio books that children can access independently expose them to new language
experiences as well. Although no text is present during storytelling activities the children still receive
exposure to new language and experiences. Stories can be adapted into fantasy play for younger
children to reinforce a story that was recently heard.

For successful introduction of a new challenging vocabulary, a teacher must make it an enjoyable
experience for the children. Students need to comprehend the differences in written and spoken
words in order to become literate. Children can reinforce new vocabulary words learned from
reading by copying sentences from their reading materials into a journal. Encourage the children to
 write descriptions, plays on words, that the children found interesting. Allow children to share their
journal with the class so they can learn from one another. If a child is to shy, allow them to post
interesting information from the book on a wall.

Playing oral and written word games can enhance vocabulary comprehension. Puns and limericks
can be used in both younger and older grade school class rooms. Jokes, riddles, crossword puzzles,
and anagrams can be used in older grade school classes where the child’s cognitive level is more
developed. When students realize that playing with words can be enjoyable it creates an interest in
knowing more about them, and can become a catapult for independent word learning.

When a child is taught in an unthreatening atmosphere they thrive and perceive learning as an
enjoyable activity. Teachers who instill positive self efficacy in their students create life long learners.
Children, who have been taught to believe that they are capable of achieving their goals, possess an
innate sense of curiosity which propels them to develop a thirst to learn more. Children who are
struggling readers and are in a negative classroom climate will perceive learning as something they
are incapable of and eventually give up. May all educators strive to create a culturally sensitive
classroom climate, and may there be “No Child Left Behind”.

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1. The importance of Vocabulary Development in Acquiring Fluency in Children by Mari Nosal
April 17, 2012 at 12:11 am