Literature Review of Studies Focused on Vocabulary Development Research Paper

Literature Review of Studies Focused on Vocabulary Development Strategies and Interventions for Grades 9-12 - search Paper ExampleThere are strategies ideal solitary(prenominal) for children and there are those applicable only for grownups. In direction Grades 9-12, teachers will find issues relating mostly to comprehension and dictionary. This paper reviews three articles that investigated effective yarn strategies for improving vocabulary of Grade 9-12 students. One article worthy of perplexity was written by Douglas pekan (2007). In this paper, Fisher reports the five-part program that the teachers and administrators of Hoover High School developed and implemented in state to improve the vocabulary performance of students in state-administered tests. According to Fisher (2007), Hoover High School was a low-performing initiate with a population of 2,300 students at the metre of study, all chuck outing for free breakfast and tiffin and 76% speak a different language apar t from English. To improve vocabulary at the indoctrinate level, the school implemented vocabulary routines and instruction. The first component of the program was wide reading. This component consisted silent carry on reading (SSR) and independent reading for theme area subjects. The school identified and purchased appropriate reading materials, among these were diachronic accounts of WWII. In addition to these resources, the school assigned teachers who could provide relevant information to students regarding the materials they read. The students devoted 20 transactions per day to SSR and just read any material they wanted. This method was not enough, thus additional time was provided during content area instruction for independent reading. The second component of the program was reading aloud. This strategy is rattling common for beginning readers. Nevertheless, Hoover High School used it because of its tested effectiveness to learn content and vocabulary. In this method, t he teacher read aloud a passage for 3-5 minutes at every class. Again, the school had to purchase materials specially designed for the procedure, including Richardsons (2000) Read It Aloud Using Literature in the supplemental Content Classroom, Treleases (1993) Read All About It Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens. These materials, along with other enkindle books, were purchased using the schools site book funds. School administrators conducted observation of read aloud sessions. Consequently, to heighten interest of teachers in implementing read aloud sessions, professional development funds were also utilized to compensation teachers to observe other teachers during read alouds. The third component composed of content vocabulary instruction. This was the usual vocabulary instruction in which teachers used graphic organizers, semantic maps, tables, etc. One issue that aroused teachers attention on this component was deciding on what voca bulary words to teach. To address the problem, several questions were raised to qualify the words, such as pass on the word be used in other subject areas? Will the word be used again during the school year? This kind of questions served as guide to teaching specific vocabulary words. The fourth component was academic vocabulary development. For this component, the school team consulted Coxheads (2000) academic Word List and Marzano and Pickerings (2005) ELL Students and Academic Vocabulary and came up with 570 academic words to teach their students. The extreme component was called the