Vocabulary Development

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Vocabulary Development

Vocabulary Development


Vocabulary Development is a process through which people acquire words. As words are tools consider to be used in accessing background knowledge, express ideas and get knowledge about new ideas therefore it is linked in building student success. Word knowledge is crucial for students in getting help in reading comprehension, and able to interpret how well students understand matter what they are learning in school or universities as well as in their social circles.


Vocabulary size is related to comprehension and conceptual understanding, and it is a predictor of reading ability and overall academic achievement (Stahl & Nagy, 2006). Children who are at initial stage of learning and speak English as a first language enter into Kindergarten with a vocabulary capacity of around 3000 to 5000 English words, and they also add in it around 2000 to 3000 words per year. In comparison English Language Learners enter schools with broader vocabulary and they need to learn English vocabulary as they learnt content-area concepts.

Vocabulary Development has become need to be developed and implemented. Some of the strategies for vocabulary development are classified in a chart given below:

Vocabulary Strategies

Implementing Strategy


Implication for ELL or special needs students

Developing Survival Language for Starting and Emerging Proficiency Levels

This strategy includes two parts:

Part A:

Before the period ELLs arrives:

This includes to start by initially involving students in the class to make a list of school-based, survival words that majority of students must learn. Preparing list of English words present in the class and storing words in a box through which ELL can get access to it easily.

Part B:

When the ELL arrives: Make each student to guide ELL and show them a labeled object, pronouncing the English words as he goes for, teach words using word cards which shows English words with an illustration at its opposite side, provide ELL time to learn through practicing with native English speakers and provide access them to learn more and explore themselves by adding more vocabularies to the word box.

Provide opportunity to learn language and remove bridges between their primary language learning and understanding of academic English.

Especially important for ELLs who are starting at proficiency levels and have gaps with their schooling language.

Selecting Academic Vocabulary for Instruction

This strategy suggests words are divided among Tier 1 words (Commonly used in social situations), Tier 2 words (not used in social situations but are found regularly in academic settings) and Tier 3 words (technical or words that are encountered infrequently).

It suggested that it should select high-interest trade books to make ELL and students in enhancing vocabulary

It selects words from high-interest trade books and enables them to enhance vocabulary through reading aloud. It enhances vocabulary

ELL and as well as other students able to enhance vocabularies.

Providing Robust Vocabulary Instruction for Tier 2 Words

It starts by initially reviewing words being selected to extend reading, then shortlist those list into 10 words so that ELLs can easily able to apply those in authentic conversations and make connections with different words, then write each on ...
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