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To be successful readers of both narrative and expository text students must have intense vocabulary instruction If children have a wide range of vocabulary knowledge then they can better interpret the text they read Because experience helps form students vocabulary base teachers must provide these experiences both directly and vicariously to their students Students vocabularies will grow if they are given many opportunities to encounter new words and are given examples of those words within their given context Rupley Logan Nichols 1999 Vocabulary instruction is different in reading lessons and in content area lessons First content area vocabulary is closely tied to the lesson so students must understand the vocabulary to understand the lesson In reading however it is less important for students to understand the meaning of the vocabulary because they are more likely to infer the meaning from the text Second in content area lessons vocabulary may or may not represent familiar concepts Third vocabularies in content areas are semantically related to one another therefore students must know all the vocabulary terms Armbruster 1992 Vocabulary instruction in content areas should be an active process where students do not merely write down definitions but are given opportunities to work with the words to integrate them into their existing knowledge This instruction should be teacher-directed provide many opportunities for student practice and provide lots of exposure to reading and writing Rupley Logan Nichols 1999 There are several ways that teachers can present new vocabulary to their students One teachers should use students experiences as a base for the introduction of new words By having students relate the concept to their own lives they will be better able to remember the word Two teachers should use visual aids or concrete items to demonstrate unfamiliar terms Three if students know a related word use that word as the base and expand until the new word is discovered This will help students relate unfamiliar words with
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