Focus vocabulary instruction on Tier 2 words drawn from content-area materials¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Following Beck, McKeown, and Kucan (2002), the article recommends breaking words into three tiers and concentrating instruction on Tier 2 words that appear frequently across many contexts (e.g., regardless, compromise), drawn from content-area materials. Teachers should select words students are likely both to need and to learn well because they will have repeated opportunities for practice and use.

Design Implications¶

Context¶

Requirements¶

• Words selected from content-area materials students encounter across contexts
• Repeated opportunities for practice and use

Constraints¶

Target Learners¶

• Older struggling readers with learning disabilities

Target Learning Goals¶

• Vocabulary knowledge
• Comprehension of content-area text

Related Strategies¶

• Tiered Vocabulary Instruction
• Tier Two Vocabulary Instruction
• Selecting Tiered Vocabulary Words
• Front-load Tier 1 vocabulary before the science lesson and teach embedded scientific vocabulary in the lesson's context

Examples¶

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Key Sources¶

• 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