Supporting Struggling Readers: Using Vocabulary Cartoons During Transition Times

Supporting Struggling Readers Using Vocabulary Cartoons During Transition Times

[...]struggling readers who have difficulty negotiating text do not benefit as much from the reciprocal relationship between vocabulary knowledge and reading experience as their peers who are proficient readers. For first graders to use newly introduced, uncommon words in teacherdirected classrooms...

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Bibliographic Details
Published in:YC young children Vol. 72; no. 5; pp. 64 - 72
Main Author: DeStefano, Heidi Heath
Format: Journal Article
Language:English
Published: Washington National Association for the Education of Young Children 01-11-2017
Subjects:
Data Analysis
Grade 1
Reading comprehension
Students
Teaching
Teaching Methods
Vocabulary development
Voices of Practitioners
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Summary:[...]struggling readers who have difficulty negotiating text do not benefit as much from the reciprocal relationship between vocabulary knowledge and reading experience as their peers who are proficient readers. For first graders to use newly introduced, uncommon words in teacherdirected classrooms would be atypical, particularly since the teachers did not use or hold students accountable for the words. Since none of their classmates had participated in vocabulary intervention, the children's only exposure to the new words was during our hallway conversations. "Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Development." "Vocabulary Knowledge Is a Critical Determinant of the Difference in Reading Comprehension Growth between First and Second Language Learners."
ISSN:1538-6619
1941-2002