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)

4

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)

5

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)

6

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.

7

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

8

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)

Vocabulary Learning: Fast Vocabulary Learning: Fast & Slow Mapping& Slow Mapping

10

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?

11

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)

12

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

13

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)

14

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

15

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

16

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)

17

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!!!

18

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

19

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.

20

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!

21

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)

22

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

24

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

25

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!

26

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)

27

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

28

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

29

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)