An Individual 's Sight Vocabulary

Vocabulary is the knowledge of words that able us to communicate with others orally, or in writing, and it is acquired through listening or reading. A learning experience of vocabulary, that is called indirect, is obtained when children engage in daily conversation with family and friends, through read aloud by adults, or through own reading. Instead, the learning experience of vocabulary, gained through teacher word instruction, it’s called direct.

In Language Arts: Patterns of Practice by Gail E. Tompkins, the focus of chapter one is how students learn. Children organize information learned into schemas. A schema is an organizational system in the brain that is broken into three categories: categories of knowledge, what determines a category and what is included in the category, and how they connect to each other. When a child learns something new, it causes disequilibrium of the brain. The children work the new information into one of the schemata so that equilibrium is achieved. Children also use learning strategies to solve problems. Each child has different learning strategies that fit their needs best. Children also need social interactions in order to learn language arts.

A schema is a concept that organizes information. Piaget calls his cognitive development concepts schemas (Myers, 2014).

schemas. At the retrieval stage, recall was influenced by the schemas participants had of what

Schema is defined as the representation of the environment, relationships, and occasions in the child’s mind (Case-Smith & O’Brien, 2010). Betty observes her surroundings and notices

A schema is a cognitive pattern or structure comprised of beliefs and perceptions. Worldview is a type of schema, which can be formed by cultural cues, family socialization, and identity. Schemas can change over time, and they can be helpful for organizing the complex world. Some schemas are helpful in that they anchor the mind and emotions in the midst of an overwhelming amount of information and stimuli in the environment. However, schemas can easily become maladaptive. Examples of how schemas become maladaptive are most noticeable with regards to stereotyping, biases, and paranoia. Abuse and trauma can significantly and adversely impact an individual's schemata. Conflicting schemata can also lead to experiences of cognitive dissonance or confused identity.

Dr. Seuss once wrote, “The more that you read, the places you’ll go.” Throughout this semester in my ENF class, I have learned that this statement is very true. Having a great vocabulary is a great way to express an idea or thought. Reading is also very important when it comes to self-expression and learning. Writing is very beneficial as well especially when it comes to getting a point or idea across. In my ENF class this semester reading, writing, and vocabulary are the three most important things I have learned.

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

The Coordination’s lead to a high level and a more dominant schema (Athey, 1990). Piaget (1962 citied by nursery world, 2011, www.nurseryworld.co.uk, Oct 14) described schemas as ‘cognitive structures’ in which he understood that children learn through repetition and by repeating again and again they extended the ability to gather and remember information in which they developed knowledge understanding of simple concepts and the world around them.

Gee has a description similar to schema theory but never uses the terminology. He feels that we “videotape” an experience, re-edit as new experiences are learned, and then pull from the library of tapes as needed to help us understand given

to explain how we use and adjust our schemas, piagete proposed two more concepts first we assimalate new expierence. we interpret them in term of current schemas.

Overview: Schema Theory is part of the cognitive theories of learning module and deals with how the brain processes new knowledge (Chalmers, 2003). Schemata are packets of prior knowledge that have been stored in a learner’s memory. Each learner has developed schemata that are based on prior experience and knowledge. Learners seek to connect new information with prior knowledge and use generalizations to assist in organization of information. Schema Theory is focused on conceptual learning and states that knowledge seeks organization in order to develop meaning (Anderson, 1984).

Thomas identified 201/220 or 91% of the basic sight words demonstrating mastery of sight word recognition. Although he demonstrated mastery, Thomas often substituted the vowel sound in the words he was reading. For example, he substituted “run” for “ran”, “far” or “for” and “give” for “gave” indicating a need for explicit instruction in vowel sounds.

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)