Vocabulary instruction effects on taught words do not generalize to untaught words; wide reading is the most reliable gateway¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Typical vocabulary studies show treated groups know taught words better but are no more likely than comparisons to know untaught words; the most reliable gateway to improved vocabulary is extensive reading. → Roberts 2008

Evidence¶

Roberts 2008¶

Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities. Learning Disabilities Research & Practice, 23(2), 63–69. https://doi.org/10.1111/j.1540-5826.2008.00264.x

q2 · i? · review · r2

The article's characterization of the typical experimental vocabulary study with older students with LD, noting treated groups outperform comparisons only on taught words. Experimental research on vocabulary instruction for this group is described as sparse.

"This effect, however, does not appear to generalize; the treated group is no more likely than the comparison to know the meanings of words not on the target list."

Discussion¶

Related Claims¶

• Incidental vocabulary exposure produces reliable learning, but learners pick up only a small share of the unknown words they meet — related
• Vocabulary Knowledge Grows Incrementally With Repeated Encounters In Varied Contexts — related
• Pairing Contextual Encounters With Explicit Instruction Produces Stronger Vocabulary Outcomes Than Either Alone — related