[...]... continued to examine how best to support vocabulary and comprehension In particular, many of these scholars are considering the nature of vocabulary learning in relation to the diversity that is present in many current-day classrooms We have organized this research into three sections that can help the educators who read this book to frame policies and practices Our intention was to write this for educators... the relationship between vocabulary and literacy is impossible to separate To be literate necessitates and supports a rich vocabulary The work in this volume brings together the work of scholars whose goal it is to have vocabulary experiences that support conceptual learning and comprehension of text Even during the past two decades when vocabulary research has been limited (RAND Reading Study Group,... ways for students to learn and interact with words These ways of learning words and strategies for learning words engage students and motivate them to listen for and look for new words The contexts in which students see words are rich, such as books that use language inventively, and pertain to many content areas 10 KAMIL AND HIEBERT The ways of learning words also include technology and multimedia where... Fisher, and Diana Arya They have checked and rechecked texts, contacted and recontacted authors, and coded and recoded materials to ensure accurate author and topic indices We are thankful for their efforts Our colleagues at PREL had the vision for the forum series They also provided the resources to organize the forum and edit the volume Their support made it possible for speakers to come to the forum and. .. foundation Although direct and explicit guidance on specific words and on word learning strategies are critical, the Panel's conclusions also point to the incidental learning of vocabulary That is, students acquire vocabulary when it is not explicitly or intentionally taught Indirect exposure contributes most 1 THE TEACHING AND LEARNING OF VOCABULARY 9 of the vocabulary learning that occurs with students... first consideration in delineating the construct of "vocabulary" in research and practice is that individuals have various types of vocabulary that they use for different purposes Failure to distinguish among the different kinds of vocabulary can lead to confusion and disagreement about both research findings and instructional implications Generically, vocabulary is the knowledge of meanings of words What... knowledge and strategies to reading and writing Discussions are held where teachers and students talk about words, their features, and strategies for understanding unfamiliar words Often it has been assumed that the vocabulary of students is too large to be affected by the small number of words that can be taught directly The research emphatically demonstrates that this is not the case Direct vocabulary. .. section of the chapter develops a perspective on vocabulary teaching as it pertains to reading text The final section of the chapter presents several persistent issues in the teaching and learning of vocabulary issues that, if not the direct focus of every chapter in this volume, underlie much of the work of contributors to this volume A PERSPECTIVE ON VOCABULARY LEARNING The National Reading Panel (NICHD,... reading gives students repeated exposure to particular words Multiple exposures to vocabulary was one of the factors that the Panel confirmed as contributing to vocabulary learning As Scott's (chapter 4, this volume) review shows, most words are not acquired in a single exposure Both practice and repeated encounters with words seem to be important for the acquisition of vocabulary Extensive reading is also... 80% of the total words (and approximately 90% of the total words in Grades 3 to 9 texts; Carroll, Davies, & Richman, 1971) However, the number of types or unique words that accounted for the other 20% of total words was enormous: 150,000 1 THE TEACHING AND LEARNING OF VOCABULARY 5 These rare words are much more likely to occur in the vocabularies of text than in oral vocabularies Hayes and his colleagues . ou=TeAM YYePG, email=yyepg@msn. com Reason: I attest to the accuracy and integrity of this document Date: 2005.06.14 11:14:41 +08'00' Teaching and Learning Vocabulary Bringing Research to Practice This page intentionally. Cataloging-in-Publication Data Teaching and learning vocabulary : bringing research to practice / edited by Elfrieda H. Hiebert, Michael L. Kamil p. cm. Includes bibliographical references and index. ISBN . Vocabulary Bringing Research to Practice This page intentionally left blank Teaching and Learning Vocabulary Bringing Research to Practice Edited by Elfrieda H. Hiebert University of California,