Good readers have good vocabulary knowledge. In order to understand a text, readers need to know the meanings of individual words. They construct an understanding of the text by assembling and making sense of the words in context. Vocabulary knowledge is difficult to measure. It is, however, very important in learning to read and in future reading development. Words that are recognized in print have to match a reader’s oral vocabulary in order to be understood. This is important for children who are developing oral proficiency, as well as for non-native speakers of a language. In later reading development, when students read to learn, they need to learn new vocabulary in order to gain new knowledge of specific subject matter.Practical Applications
- Vocabulary should be taught directly and indirectly. Direct instruction includes giving word definitions and pre-teaching of vocabulary before reading a text. Indirect methods refer to incidental vocabulary learning, e.g. mentioning, extensive reading and exposure to language-rich contexts.
- Repetition and multiple exposures to vocabulary items (e.g. through speaking, listening and writing) are important. This should ideally be done in connection with authentic learning tasks.
- Vocabulary learning should involve active engagement in tasks, e.g. learning new vocabulary by doing a class project.
- Word definitions in texts aid vocabulary development.
- Multiple methods, not dependence on a single method, will result in better vocabulary learning.
