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Showing posts with label word meaning. Show all posts

Posted 29th August, 2017 by Sue Partridge

What counts as knowing a word; is it enough to be able to read it? To spell it? To know what it means?

Our colleague Ros Wright, a very skilled trainer, answered this question in our seminar in a great demonstration of micro-teaching.  Here are some of the notes she used:

1.Where I started with the Vocabulary issue!

  • My background as ESOL teacher, where systematic teaching of vocabulary is the norm
  • Anecdotal/ my children: “guitar” – baby’s first spoken word! “exhilarating” – 10 year old son describing a theme park.
  • A piece of local research: “Full on English”  by Philida Schellekens (2005) – based on students at City College, born in UK to ESOL parents.
  • I have a growing concern about the limited vocabulary shown by many students I support.

Continue reading this article… »

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Posted 24th August, 2017 by Sue Partridge

CREVT-3 Comprehensive Receptive and Expressive Vocabulary Test, Third Edition

http://www.proedinc.com/customer/productView.aspx?ID=5174

What do you think this test measures? If there were a U.K. version would you use it?

notes by Sue Partridge 

What it measures:

  • Receptive vocabulary
  • Expressive vocabulary
  • But only for spoken language, not necessarily for reading
  • Receptive = matching a spoken word to a picture (multiple choice). It is like naming as in rapid naming tests.
  • Expressive = being able to give a meaning of a word and talk about that meaning in some detail.  So, this is like the WRIT Vocabulary subtest.
  • A general vocabulary index is calculated by combining the two sub scores
  • It compares scores for ages 5 – 89, so giving a standardised score, based on an overall sample of 1535 subjects, USA, 2011.

Continue reading this article… »


Posted 23rd August, 2017 by Sue Partridge

A study in 2016 found that the average 20-year-old recognises about 42000 words. After that age people typically learn 1 – 2 words each day. 65 year olds have vocabulary levels bigger than university students.  Explain and evaluate the research:

Brysbaert et al. (2016) How Many Words Do We Know? Practical Estimates of Vocabulary Size Dependent on Word Definition, the Degree of Language Input and the Participant’s Age http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01116/full

Summarised in http://www.iflscience.com/brain/the-average-20yearold-american-knows-42000-words-claims-study/

Summary and Notes by Yvonne Gateley 

Language experts have always struggled to estimate the size of people’s vocabulary. But now researchers have been dipping into a huge pool of information collected through social media in a bid to settle a piece of the debate.

The psychologists from Ghent University in Belgium found that an average 20-year-old native English-speaking American knows 42,000 dictionary words. Their findings were recently published in Frontiers in Psychology. Continue reading this article… »


Posted 1st August, 2017 by Sue Partridge

When Dyslexia Positive met  in June, we decided to have a discussion about vocabulary.  I devised some seminar questions as follows, with some background reading:

Seminar questions about vocabulary

Pick a question and be prepared to lead a brief discussion on the topic. 

 

  1. What is the difference between receptive vocabulary and expressive vocabulary? Discuss this in relation to both speaking & listening and reading & writing.
  2. What counts as knowing a word; is to enough to be able to read it? To spell it? To know what it means?
  3. A study in 2016 found that the average 20-year-old recognises about 42000 words. After that age people typically learn 1 – 2 words each day. 65 year olds have vocabulary levels bigger than university students.  Explain and evaluate the research:

Brysbaert et al. (2016) How Many Words Do We Know? Practical Estimates of Vocabulary Size Dependent on Word Definition, the Degree of Language Input and the Participant’s Age http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01116/full

Summarised in http://www.iflscience.com/brain/the-average-20yearold-american-knows-42000-words-claims-study/

  1. What do you think this test measures?  If there were a U.K. version would you use it? CREVT-3 Comprehensive Receptive and Expressive Vocabulary  Third Edition:http://www.proedinc.com/customer/productView.aspx?ID=5174
  2. What can the WRIT vocabulary subtest tell us about reading ability?

Some general background reading:

Braze et al (2007) Speaking Up for Vocabulary: Reading Skill Differences in Young Adults

[Accessed 3 June 2017]

McShane, S. (2005) [online] Applying research in reading instruction for adults. First steps for teachers, Washington DC, National Institute for Literacy https://lincs.ed.gov/publications/pdf/applyingresearch.pdf [accessed 3 June 2017], especially Chapter 6.

Wise et al (2007) The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities

[accessed 3 June 2017]

Over the next few days, I will post the notes of some of our discussions!

 

 

 

 

2 Comments so far: leave a comment or ask a question »

Posted 10th September, 2014 by Jocelyn Gronow

Supporting parents to support their children’s learning
It is well documented that an increasing emphasis on synthetic phonics in schools will cause problems for children learning to read (Davis 2013). Reading is not only a process of identifying and blending the sounds of letters to make a word, it is about, gathering the meaning imparted by the text and learning to enjoy reading. Experienced primary school teachers have a number of teaching strategies which enable them to teach a wide range of learners to read. However, the former Secretary of State for Education, Michael Gove, has been determined that all children in England, whatever their regional accent, or learning style, should learn to read by using synthetic phonics. As yet there have been no indications that the current Secretary of State for Education, Nicky Morgan, will change this policy.
Teachers recognise that a single, synthetic phonics approach to reading may benefit learners whose learning strengths match this teaching method; children with good auditory processing and good listening skills; children with a sequential, step by step, ‘bottom up’ approach to learning. Other children may be slower to learn by a method which does not directly match their learning style, but they may learn to adapt. Children who have strong visual skills and a holistic learning style, well suited to a ‘big picture’, ‘top down’ approach to learning will struggle and may fail to learn if this method is the only one offered. Will children, who fall into the latter category, be labelled as a child with a specific learning difficulty, possibly dyslexia, rather than one with a specific learning difference? If they are then offered additional support, will it be more of the same, as if they were a slow learner or will other learning methods be offered? It is widely recognised (British Dyslexia Association) that 10% of the population is dyslexic. Will reliance on Synthetic Phonics to teach reading cause this figure to be reviewed upwards or downwards?
While working at a FE college in the Midlands, the author of this article developed an accredited programme entitled Family Dyslexia, which ran at a local FE college, 3 times a year for over 12 years. The course was aimed at parents with children aged 7 to 10. The children did not require a diagnostic assessment to attend but many had been experiencing a pattern of strengths and weaknesses associated with dyslexia. During that time, almost 400 families attended the course, many recruited by recommendation.
When parents were asked what they gained from the Family Dyslexia course, they listed a range of benefits:
• Knowledge of their child’s learning style and strategies which enabled them to help their child to improve memory, reading, spelling, writing and mathematical skills.
• A greater knowledge of assistive technology and how it may help with tasks their child found difficult
• Many felt that this knowledge enabled them to communicate more effectively with their child’s school and teacher.
• A better understanding of different ways of learning improved relationships both with their child and the school.
• A greater sense of optimism about their child’s educational future.
• Their child was meeting other children who had similar educational experiences.
• Meeting other parents whose children had similar educational experiences.
As a result of the course, parents formed local BDA (British Dyslexia Association) groups, worked as volunteers in the classroom and on the Family Dyslexia course; some trained to be classroom assistants.
More recently, the author has been approached to provide 1:1 out of school coaching for children. This presents a dilemma. Children, who are finding it difficult to gain some skills in school, often work harder than their peers during the school day. Is one hour’s weekly support by a specialist teacher offered to a tired child the ideal solution?
Recognising the benefits of family learning, the author has developed a model built on the past success of the Family Dyslexia course.
• Initial meeting with the parent to identify the child’s learning strengths and weaknesses.
• Analysis of child’s work, provided by the parent, to gain further information.
• Discussion with parent, to help them understand why their child may be experiencing difficulties in specific areas.
• An individual programme is devised that will complement school work and allow the child to use their learning strengths to overcome previous difficulties.
• The child, parent and tutor begin with an individual spelling programme. This allows:
o The child to have fun while learning to spell
o the tutor to quickly confirm learning styles
o The child to have immediate success
o The parent to learn how to help their child at home, in short ten minute sessions, when the child is most receptive.
• E mail is used to communicate with the parent, to check on the success of the strategy and support them to help their child. If necessary, strategies can be adapted or changed to meet individual needs.
• Further meetings are arranged to introduce strategies to help with other topics, which may include:
o Finding the most appropriate method for putting words on paper
o Writing – analysing the subject, planning, writing and editing
o Reading and comprehension – approach to complement school approach and link to child’s learning strengths
o Developing an enjoyment of reading
o Mathematics – finding alternative ways of working
o Exploration of assistive technology, which may help with specific tasks
• Regular support is available for parents as they develop the skills to help their child.
• The tutor is quite happy to meet with representatives from the child’s school to discuss any methods used.
Parents from Family Dyslexia reported that being included in their child’s learning journey, improved their relationship with their child and their child’s school and reduced tensions in the household.
As a result of this feedback, the author firmly believes that this model is empowering for the family and offers a route to long term success as a learning family.

Jocelyn Gronow MA ADDS SpLD (Patoss) FIfL QTLS
July 2014

References:
Davis, A. (2013) ‘To read or not to read: decoding Synthetic Phonics’ Journal of Philosophy of Education No.20, pp 1-38.
British Dyslexia Association. not dated. An Overview of Dyslexia. bdadyslexia.org.uk (accessed 07 07 2014)

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