Working with learners who are reading at starting points a focus on vocabulary Sue Dymock & Sue Douglas.

Working with learners who are reading at starting points

a focus on vocabularySue Dymock & Sue Douglas

Overview of webinar

– Introduce the on-line learning course– Outline of Module 2- Vocabulary– The Vocabulary Assessment tool– A closer look at teaching vocabulary

On-line learning course: Reading

• Four modules:1.Getting started

• finding out about learners’ language & literacy practices• assessing and teaching decoding knowledge & skills

2 Vocabulary3 Reading comprehension4 Developing a reading programme

Which learners?

three main profiles:• Profile 1: Adults who have good listening comprehension skills but poor

decoding skills. They can understand texts they hear, but cannot read these texts efficiently by themselves. This group includes adults who may have dyslexia.

• Profile 2: Adults with poor listening comprehension and good decoding skills. They can decode texts, but not understand them well. This group will include adults whose first language is not English.

• Profile 3: Adults with poor listening comprehension and poor decoding skills. This group will have multiple instructional needs, and will be more likely to need individualised support.

Key ideas

• Programmes for learners at this level need to provide:– focused, intensive instruction– plenty of opportunity for supported practice– close monitoring and on-going refinement

Outline of Module 2: Vocabulary

Learners’ vocabulary is critical to their ability to read.

Module 2 covers:• assessing learners’ vocabulary• building learners’ vocabulary

Assessing Vocabulary

• new Vocabulary Assessment Tool– addresses specific need to find out about New

Zealand adults’ vocabulary – assesses receptive vocabulary using items that the

learner can either listen to or read– locates a learners’ score on a measurement scale

and categorises their vocabulary knowledge as emerging, extended, or expanding.

Extended  (scores ≥ 616 scale units)• Learners in this range have an extended vocabulary

that allows them to make sense of many general academic and specialised words. They are likely to understand when words and phrases have been used figuratively and can make sense of a range of idioms. Learners towards the top end of this step will have access to many low frequency words.

Expanding (scores ≥ 509 but < 616)• Learners in this range have an expanding vocabulary

that is likely to include some general academic and specialised words. They understand that words can have more than one meaning and can sometimes recognise when a word has been used figuratively. They are beginning to make sense of some popular idioms, such as “business as usual” and “look up to”.

Emerging (scores < 509)•Learners in this range have an emerging vocabulary. They will be most comfortable with concrete nouns and frequently used verbs, adjectives and adverbs. These will usually be words used at home and in the community, or words specific to workplaces with which they are familiar. Learners towards the top end of this step will be able to make sense of some lower frequency words, particularly when these are presented with contextual supports.

Questions & answers

• Any questions about the Vocabulary Assessment?

Teaching Vocabulary

Our richest source of learning new words beyond the age of 10 is through reading (e.g., newspapers, books, magazines). Adults with decoding difficulties have been unable to access these print sources. Over time this can have a negative impact on vocabulary.Poor decoding less reading smaller vocabulary poor comprehension

What to focus on?

• General development through strong oral language dimension to reading programme

• Building vocabulary before reading a text• Building vocabulary during and after reading a

text

Before reading

• General discussion about subject (activating or building prior knowledge) and vocabulary associated with that subject

• Pre-teach specific vocabulary in order to enhance comprehension

During and after reading

• Words with multiple meanings

– 67% of everday words have more than one meaning • fine

During and after reading

• Word association

During and after reading…

• Words families

Questions & answers

• Any questions?