Learning Vocabulary

Abstract

Although no best method of vocabulary instruction has been identified, certain features have been recognized as characterizing vocabulary instruction that improves comprehension. These features include multiple exposures to words in various contexts and engaging students in active thinking about word meanings. In this article, effects of a vocabulary instructional program containing these features are discussed and compared with instruction that offers only definitional information. The design of a vocabulary program for intermediate grades is then discussed. The emphasis here is that activities developed depend on the goal of instruction, the nature of the words taught, and the characteristics of the learners.

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