Post on 14-Dec-2015
La alfabetización es el eje: Competencia social y
aprovechamiento en lengua académica
Louise C. WilkinsonLouise C. WilkinsonDistinguished ProfessorDistinguished Professor
Syracuse UniversitySyracuse University
Presentation to the National Academy Presentation to the National Academy of Education of Argentina, August 27, of Education of Argentina, August 27,
20072007
(lwilkin@syr.edu)(lwilkin@syr.edu)
The Academic Language The Academic Language Register: Vocabulary is a Register: Vocabulary is a
Critical PathwayCritical Pathway
3
The Specialized Register for Talking & Thinking in
Classrooms (Cummins, 2000; Francis, 2006; Gee, 2004)Everyday
Language Use (Vernacular
Varieties – More Oral)
Face-Face Conversational
Abilities
Academic Language Use (Specialized Varieties –
More Literate)
Secondary Discourse Abilities
Advanced Literacy-related Language
Abilities
Does Not Predict Academic Achievement
Primary Discourse Abilities Metacognitive &
Metalinguistic Awareness Strategies
Associated with Academic Achievement
Are independent, but interdependent (Cummins, 2000)
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Vocabulary: Central to Vocabulary: Central to Literacy LearningLiteracy Learning (From: Anglin (From: Anglin
(1993)(1993)
0
10,000
20,000
30,000
40,000
Number of words
Grade 1
Grade 3 Grade 5
Estimated vocabulary size at grades 1, 3, and 5
+9,000 -10,000 words
+20,000 words
•Does NOT reflect increase in absolute numbers of familiar words, BUT development of derivational morphology knowledge that allows children to figure out what new words mean (Hoff, 2001)
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Rate of Growth of New Derivational Rate of Growth of New Derivational Meanings, Grades 1-5: Word Formation Meanings, Grades 1-5: Word Formation
Processes Processes (Nagy, Berninger, Abbott, Vaughan, & Vermeulen, (Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003; Nagy, Berninger, & Abbott, 2006)2003; Nagy, Berninger, & Abbott, 2006)
0
2000
4000
6000
8000
10000
12000
14000
16000
Gr 1
Gr 3
Gr 5
Morphological awareness strongly associated Morphological awareness strongly associated with vocabulary & spelling in grades 4-5 & 8-9 with vocabulary & spelling in grades 4-5 & 8-9 (Nagy et al., 2006)(Nagy et al., 2006)
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The Early Vocabulary Catastrophe: The Early Vocabulary Catastrophe: The 30 Million Word Gap By Age 3The 30 Million Word Gap By Age 3
(Hart & Risley, 2003)(Hart & Risley, 2003)
•42 Families in one location followed for 2.5 years, 1 hour each month.•13 Upper SES; 10 Mid SES; 13 Lower SES; 6 Welfare .
•86% to 98% of the words recorded in each child’s vocabulary consisted of words also recorded in
their parents’ vocabularies.Hart, B., & Risley, T. R. (2003). The early catastrophe. American Educator, 27(1), 4-9.
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Vocabulary Accumulation In First 4 Vocabulary Accumulation In First 4 YearsYears
Welfare Family-13 million
words
ProfessionProfessionalal
Family --Family --45 million 45 million
wordswords
Working-Class Family --26 million
words
•Changes in how meaning is stored and, therefore, the ability to “break” the alphabetic code may be seriously compromised for certain children even before they enter kindergarten
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Vocabulary Learning: FindingsVocabulary Learning: Findings
Age 3 Age 12.6
From: Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by race and class. Social Science Research, 33, 464-497 (14-year longitudinal study of large national data sets)
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How Many Words Do We Know? How Many Words Do We Know? (Moats & Smith, 1992; Stahl, 1999)(Moats & Smith, 1992; Stahl, 1999)
Elementary & secondary students are Elementary & secondary students are exposed to roughly 87,500 word exposed to roughly 87,500 word families in books they readfamilies in books they read Word family – Groups of words in which Word family – Groups of words in which
someone knowing one of the words (in the someone knowing one of the words (in the family) could infer (guess) the meaning of family) could infer (guess) the meaning of other (other (morphologically complexmorphologically complex) words ) words when encountering it in context (p. 8), e.g.,when encountering it in context (p. 8), e.g.,
add, addadd, addinging ,addi ,additiontion, addi, additivetive 95% of the texts children read consist of 95% of the texts children read consist of
about 5,100 different wordsabout 5,100 different words Why not teach these 5,100 words & not Why not teach these 5,100 words & not
worry about the relatively ‘rare’ words?worry about the relatively ‘rare’ words?
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Why Wide Reading Alone Will Why Wide Reading Alone Will Not Add to Individual Children’s Not Add to Individual Children’s Vocabulary KnowledgeVocabulary Knowledge ((Beck, McKeown, & Beck, McKeown, &
Kucan, 2002)Kucan, 2002)• Struggling readers do not read well enough Struggling readers do not read well enough to make wide reading a feasible optionto make wide reading a feasible option
• Acquiring word meaning from reading Acquiring word meaning from reading requires requires
Adequate decoding skillAdequate decoding skill Awareness when a word is unfamiliarAwareness when a word is unfamiliar Ability to infer meaningful information from the Ability to infer meaningful information from the
context, e.g.,context, e.g.,Sandra had won the dance contest, and the Sandra had won the dance contest, and the
audience cheers brought her to the stage for an audience cheers brought her to the stage for an encore. “Every step she takes is so perfect and encore. “Every step she takes is so perfect and graceful,” Ginny saidgraceful,” Ginny said grudginglygrudgingly as she as she watched Sandra dance (a watched Sandra dance (a misdirectivemisdirective context) context) (Beck et al., 2002, p. 4)(Beck et al., 2002, p. 4)
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Oral Word Learning Is a Oral Word Learning Is a ContinuumContinuum
“Vici
ssitu
des”
1. I never saw (heard) it before
2. I’ve heard of it, but I don’t know what it means
3. I recognize it in context –
It has something to do with having problems4. I know it
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Word Consciousness Word Consciousness (Scott & Nagy, (Scott & Nagy, 2004)2004)
Word consciousness Word consciousness An appreciation and awareness of wordsAn appreciation and awareness of words Requires metalinguistic awarenessRequires metalinguistic awareness
A major difference between the oral A major difference between the oral language & academic language registers language & academic language registers is vocabulary precisionis vocabulary precision Written text has less contextual supportWritten text has less contextual support Therefore, communication more dependent on Therefore, communication more dependent on
words, especially the precision of word choiceswords, especially the precision of word choices Children have to be taught to appreciate Children have to be taught to appreciate
the “communicative power” of word choice the “communicative power” of word choice (p. 206)(p. 206)
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Word Tiers Word Tiers (Beck & McKeown, 2007; Beck et al., (Beck & McKeown, 2007; Beck et al.,
2002; McKeon & Beck, 2003, 2004)2002; McKeon & Beck, 2003, 2004)
TIER 1 -- High frequency (common) words (clock, baby, mother, happy, walk, ride)
•Require little instructional attention
TIER 3 – Content specific (rare) words( meteorology, peninsula, echolocation)
•Frequency of use low; best learned when need occurs
TIER 2 – More literate (general use) academic words(coincidence, treacherous, absurd, ponder, fortunate)
•Extend across a variety of domains; play a major role in having a rich knowledge of meanings
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Tier 1: Fast Mapping (Incidental Tier 1: Fast Mapping (Incidental Learning or Minimal Exposure) - Learning or Minimal Exposure) -
Breadth & DiversityBreadth & Diversity
catalogue
protracted
polygraph
airplane
vegetables
pants
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Fast Mapping: School YearsFast Mapping: School Years
Fast mapping Fast mapping Expands the Expands the lexical breadth (size)lexical breadth (size) of vocabulary knowledge of vocabulary knowledge
During the school-age years, the rate of fast During the school-age years, the rate of fast mapping unfamiliar words remains high, e.g.,mapping unfamiliar words remains high, e.g., Ages 10-18 years, children/adolescents fast map Ages 10-18 years, children/adolescents fast map
approximately 8-10 new meanings per day or 3,000 words approximately 8-10 new meanings per day or 3,000 words per yearper year
These new meanings are more complex morphologically, These new meanings are more complex morphologically, e.g.,e.g.,
After, afternoon, afterlife, afterthought, afterworldAfter, afternoon, afterlife, afterthought, afterworld billion, billionaire; concede, concession, concessionaire; billion, billionaire; concede, concession, concessionaire;
question, questionnaire, questionablequestion, questionnaire, questionable BUT, the probability of really acquiring a new word BUT, the probability of really acquiring a new word
meaning via fast mapping is only about 15meaning via fast mapping is only about 15% (Carlo et % (Carlo et al., 2004)al., 2004)
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Fast Mapping: The School YearsFast Mapping: The School Years
Why?Why? Books “with many long & conceptually Books “with many long & conceptually
difficult words decrease the likelihood of fast difficult words decrease the likelihood of fast mapping”mapping” (McGregor, 2004, p. 303)(McGregor, 2004, p. 303)
Man, these books have too many words!!!
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Slow Mapping: The School Slow Mapping: The School YearsYears
•Increases depth (semantic richness) of vocabulary knowledge---extended over weeks, months, & years via semantic elaboration
Semantic Networks
Ability to define
Semantic networks -- Integration of thematic relations, e.g., lion-roars, with superordinate relations (class membership), e.g., lion - gorilla
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Lexical Depth of “Think”Lexical Depth of “Think” a. “He thought (decided) he would bring the frog with him.”
• In this situation, the boy was preparing to go to dinner with his parents. He saw his pet frog in the dresser drawer and decided (was certain he wanted) to take the frog with him. The outcome of this decision was that the boy placed the frog in his pocket.
b. “and the boy looks worried that the guy might think (realize) that he has a frog with him.” • Here, as the boy was getting out of the car at the restaurant, the parking
valet’s quizzical facial expression suggested that he might have heard a strange sound emanating from the boy’s pocket. The boy’s facial expression registered uncertainty that the valet might realize he had a frog somewhere.
c. “She thought (had an opinion) she was just exaggerating.” • In this event, a woman and man are dining at a table in the restaurant and the
frog, which had jumped into the salad, was served to the woman. The woman’s face indicates uncertainty that she has just seen a frog in her salad (because the frog quickly disappeared into the salad), leading her to have an opinion that she was just exaggerating (imagining) the situation.
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Word Learning: The School Word Learning: The School YearsYears
LEXICAL BREADTH (Scope)
LE
XIC
AL
DE
PT
H
“One has to deal
with life’s vicissitudes”
Precision
Sp
ecific ity
•Unexpected changing circumstances
Conceptual understanding!
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Consequences of Not Knowing Enough Consequences of Not Knowing Enough Meanings in the Preschool YearsMeanings in the Preschool Years (Joshi, 2005)(Joshi, 2005)
Long-term, negative effect on acquiring Long-term, negative effect on acquiring more literate word meaningsmore literate word meanings Child 1: An Child 1: An eclipseeclipse is when the sun and moon is when the sun and moon
don’t shine (don’t shine (functional descriptionfunctional description based on based on experience)experience)
Child 2: An Child 2: An eclipseeclipse means to hide from view means to hide from view (‘superordinate’ definition(‘superordinate’ definition indicating that indicating that meaning organized based on category meaning organized based on category membership)membership)
Long-term, negative effect on reading Long-term, negative effect on reading comprehension (both narrative & comprehension (both narrative & expository texts)expository texts)
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Implications for Reading Implications for Reading ComprehensionComprehension (modified(modified from Berninger, in press) from Berninger, in press)
Oral Vocabulary Knowledge (Conceptual
Understanding)+
Metalinguistic Awareness
Word Reading & Spelling
Reading Comprehension
Accurate & Fluent Decoding/Encoding of Real Words
•Two development paths to reading comprehension
•Both converge at the word level
Supporting the Academic Supporting the Academic Language Register: Language Register:
Instructional Instructional Recommendations for Recommendations for
EducatorsEducators
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Five RecommendationsFive Recommendations
1.1. Always foster word consciousnessAlways foster word consciousness (Scott & (Scott & Nagy, 2000)Nagy, 2000)
Consistently accentuate awareness of Consistently accentuate awareness of distinctions between social conversation and distinctions between social conversation and the academic (literate) register.the academic (literate) register.
2.2. Systematically cultivate a ‘literate Systematically cultivate a ‘literate lexicon’lexicon’ starting in Grade 1 by starting in Grade 1 by integrating vocabulary & spelling integrating vocabulary & spelling instruction instruction (Beck, McKeon, & Kucan, 2000; Carlisle (Beck, McKeon, & Kucan, 2000; Carlisle et al., 2001; Moats, 2006; Templeton, 2004b)et al., 2001; Moats, 2006; Templeton, 2004b)
Focus on spelling-meaning relationships via Focus on spelling-meaning relationships via exploration and direct instruction to: exploration and direct instruction to:
Promote inquisitiveness & excitement about how Promote inquisitiveness & excitement about how spelling represents meaning spelling represents meaning
Support strategy development for problem solving Support strategy development for problem solving of word meaningsof word meanings
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An Example of Modeling Word Consciousness
Ms. K: Good afternoon.Darleen: Salutations, Ms. K.!Melissa: Greetings!Daniel: Hello!Ms. K.: So, how was recess?Beth: Invigorating.Thomas: Exhausting. We played football!Laura: Delightful. There was a lovely
breeze.Jorge: Abbreviated. It was too short for
me!
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Five RecommendationsFive Recommendations3.3. As educators, develop the necessary knowledge As educators, develop the necessary knowledge
basebase about interactions among phonology, about interactions among phonology, orthography, & morphologyorthography, & morphology
4.4. Apply the researchApply the research to identify (Templeton, 2004b): to identify (Templeton, 2004b): Where individual students are on the Where individual students are on the
developmental continuum of word knowledgedevelopmental continuum of word knowledge A coherent instructional sequenceA coherent instructional sequence
5.5. Maintain an overall conceptual frameworkMaintain an overall conceptual framework that that values a multifaceted & values a multifaceted & long-term approachlong-term approach to to literate vocabulary/spelling instruction and the literate vocabulary/spelling instruction and the academic language register for all students (Nagy, academic language register for all students (Nagy, 2005)2005)
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Testing a Word for Conceptual Understanding
One way to “test” whether a word meets Tier 2 criteria is to think about whether the students already have ways to express the concepts presented by the word, e.g., fortunate - lucky disappointed - sad
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A Question
• What about words being on grade level?
• Are only two factors that make a word inappropriate for a certain level
1.Not being able to explain the meaning of the word in known (student friendly) terms
2.Words that:
• Are not useful -- Not important to the story
• Are not interesting -- Do not meet criteria for Tier 2 words
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Word Knowledge Is a Continuum
No knowledge
Narrow, context-bound, e.g.,Know ‘radiant’ in one situation, but not able to use in another situation
Rich, elaborated meaning (multiple meanings available), e.g., ‘devouring’
“No single encounter (experience) with a word needs to produce all of these types of knowledge” (Graves, 2006, p .61)
The Vocabulary Pathway The Vocabulary Pathway to Word Learningto Word Learning
““Choices about what specific Choices about what specific words to teach [in school words to teach [in school
materials] are quite arbitrary”materials] are quite arbitrary” (Beck, McKeown, & Kucan, 2002, p. 20)(Beck, McKeown, & Kucan, 2002, p. 20)