Since the use of a dictionary has been associated with negative views among teachers and educators,

Some children may not be able to understand the words being spoken to them and/or the grammatical rules of sentence construction. Therefore, when their teacher tells the class what they need to do, or explains a new idea or concept,9 they may struggle to understand what is being said. Having inappropriate vocabulary is

While familiarizing myself with context clues and connotation in this unit, I have discovered that it enriches your vocabulary immensely. Context clues give you the ability to find the definitions of words you never knew the meaning of. You can practice this skill by using word association, or by thinking of synonyms for a word or phrase. Another skill that helps with finding new definitions of words is connotation. Connotation can aid in finding new words and their definitions by letting you see how the word fits in and what the use of the word is alongside another phrase or word.

Priestly (2000) said students need to look for key words as they read. Calkins, Montgomery, and Santman (1999) encouraged teachers to emphasize misleading word patterns and to underline key words that might be used in the questions and might help students to relate unknown words to daily life. McClaskey (2001) stressed teaching vocabulary through structured analysis and also cited that “stairs” and “ladder”, words with similar meanings, could fool students if they were not careful. He encouraged teachers to instruct children to use the “cloze” format in preparing them for standardized tests.

Lexicography is a historic practice which has existed for centuries. It is the practice and process of binding an entire lexicon into a single, readable text. This is a formidable task to undertake. The original definition of lexicon is as follows: “A dictionary; a book teaching the signification of words” (Johnson, 233). The public uses dictionaries as guidebooks for meaningful speech and discourse. Those who task themselves with creating these texts are called lexicographers. The first English dictionary was written by Samuel Johnson in 1755. Johnson shared his views of lexicographers in his preface to “A Dictionary of the English Language”:

All students need direct instruction of vocabulary, but it is especially imperative for ELLs. They need much more exposure to new vocabulary than their native-English-speaking classmates. ELLs need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new lexicon. Beginning ELLs and more advanced ELL students should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for these students. If they memorize the meanings of the words on a list, they will not be able to use the words in their own writing or verbal production until they really understand the meanings. When vocabulary instruction includes explicit, implicit, and strategy instruction, students are repeatedly exposed to the target vocabulary in a variety of contexts which increases their individual vocabulary development and the other resources that help in doing so is the Semantic Mapping primary focus on visual relationships, which is helpful to students from all backgrounds.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Language learning process is very complicated and multi-dimensional. Among the many dimensions, vocabulary knowledge is of crucial importance and has attracted substantial attention. As Laufer (1997) claims, vocabulary learning is the main component of language and knowledge acquisition. At the same time, it should be noted that vocabulary knowledge is not confined to words; a language is also replete with routine language items, particularly idioms, which are metaphorical expressions (Rodriguez & Winnberg, 2013).

Including new vocabulary terms in the context of the lesson’s text give students an opportunity to figure out the meaning of words using context clues. Fisher and Frey recommend context clues to

Building vocabulary is an important task in the early grades. There has long been debate on how one should go about teaching vocabulary such as, it is better to teach a limited number of words fully and more intense or expose children to many words to enhance “incidental learning”. Research has proven that incorporating both into instruction is most effective. Read-aloud and teachers increase use of vocabulary have also been proven to help vocabulary and word knowledge. There are three tiers of words that children are presented in their life. Tier one words are those that they are most familiar with such as park, tier 2 are the increasingly hard words such as fortunate and finally the tier 3 words are words that students have rarely been exposed

Viewing the “Comprehension” clip, reminded me of my own experience within the classroom. Mr. deLeon introduced vocabulary words such as evidence, decoy, and suspense to help students better comprehend what they’ll read. The teacher also activated the students’ prior knowledge of the words. When a word was hardier to understand, Mr. deLeon gave an anecdote for the word decoy. Teachers use many techniques to introduced vocabulary words in order for them to get a grasp on a text while reading. I read to the children daily, but before I review unfamiliar vocabulary before reading. I ask the class if they’ve ever heard the word before, and if so, if they can help me give definition to the meaning. This doesn’t guarantee students to fully understand

The literature review for this study covers robust vocabulary instruction and the role of storybooks in vocabulary development. Beck, Perfetti, and McKeown (1982) acknowledged robust vocabulary instruction as an effective way for children to learn meanings of words and improve their understanding of what they are reading (as cited in Lovelace, 2009, p. 169). Using robust vocabulary instruction allows children to understand how words are similar and different from other words or ideas. Beck et al. (1982) conducted a study using fourth-grade students from low socioeconomic status to determine the outcome of using robust vocabulary instruction compared with regular reading and language arts activities (as cited in Lovelace, 2009, p 169). There have been a few studies after that compare the effects of robust vocabulary instruction on different parts of vocabulary acquisition and understanding. All of the previous studies specifically on robust vocabulary instruction found that it is beneficial gaining knowledge of vocabulary words in students of low SES.

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

Acquisition of language is often a very difficult task that requires time and commitment. To learn language one needs to focus and various aspects of language that include reading, writing, listening, speaking, and pronunciation. Perhaps one of the most difficult and time consuming tasks that exist in language learning is lexical acquisition. To accurately express oneself, a large lexical inventory is required. Vocabulary learning is accomplished by many different methods; memorization and multiple exposures are required and, in addition, one needs to learn a word’s collocations and syntactic constraints. There has been much research done that focuses on methods of teaching vocabulary and extensive reading is one such method.

Conclusions: Teaching vocabulary based on Computer-Assisted Language Learning (CALL) was found to be significantly effective in improving learners ' vocabulary knowledge. CALL was more effective in terms of right brained learners. Also, right brained experimental group who