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Correcting Basic Reading Subskills Deficit: VOCABULARY, SYNT
Transcript of Correcting Basic Reading Subskills Deficit: VOCABULARY, SYNT
People who do not know the meanings of words are most probably poor readers.
Reading depends largely on word-meaning knowledge.
Readers create images and pictures based on their word knowledge.
Words evoke feelings, images, attitudes and ideas.
LEVELS OF KNOWLEDGE OF WORD MEANING
General information level
Need to hesitate to remember a meaning
Easy recognition and full knowledge
REMEDIAL VOCABULARY INSTRUCTION
Considerations in Remedial Vocabulary Instruction
Correcting Basic Reading Subskills Deficit:
Imagine a World Without Words…What Would the World Be Like?What Would There Be?
There Would Be…
No social interaction
No global peace and harmony
Now, how important are words to you?
Unlocking of Difficulties:
the sets of words that we understand through reading and listening, and sets of words that we use through speaking and writing.
Read the following statement and ask yourself if you understand the sentence. If you don’t, ask yourself why.
A single lexical item has many concepts attached to it and therefore can be conjugated further as to their focus.
A reader who knows the meaning of lexical item, concepts, conjugated will most likely be able to understand the sentence, but a reader who doesn’t know these words will most likely have difficulty understanding it.
“The limits of my language means the limits of my world.”
Don’t limit your language. Don’t limit your world. Discover more words to discover more worlds.
A set of words used in a language, book, content area, or by an author and words known to an individual.
Authors utilize words
to convey their thoughts via TEXT.
Students learn the meanings of most words indirectly.
the way in which words are put together to form phrases, clause or sentences.
Establishing ties between the meaning of a new word and the student’s existing knowledge.
Provisions for practice distributed over time, as well as opportunities for frequent encounters with the word in similar and differing contexts.
- Social situations conductive to using new words in interactions with others, thus, mentally referencing new words in listening, reading, writing, and speaking.
- Maintaining an awareness of new words outside the classroom.
Grammatical development carries on throughout childhood, and we never stop learning new words.
- Trevor A. Harley
INITIALLY ACQUIRED IN FOUR WAYS:
Through direct instruction
Through self instruction
Through mental manipulation
refers to words that we use in speaking or recognize in listening.
refers to words we recognize or use in print.
VOCABULARY, SYNTAX, and SEMANTICS
Opening the student’s mind and will to engage new words.
Interaction and Meaningful Use