FAQ: Why is vocabulary development important for English language learners? How can I assess it?
Oral vocabulary takes an important role in reading comprehension. If a student is unfamiliar with the meaning of words in any reading selection, they will have poor comprehension skills even if they can decode words correctly. Students with vocabulary deficits can affect their academic achievements in many areas beyond reading comprehension, including written expression, mathematics, and performance in content subjects such as social studies and social sciences.
What methods can I apply to assess vocabulary?
Assessment of vocabulary is critical for identifying English language learners who are having difficulties with reading and for designing appropriate instruction. The use of oral measures is crucial. Tests that require reading or writing make it impossible to differentiate other problems children may have, such as difficulties in word decoding or spelling, from lack of vocabulary knowledge. English language learners should be individually assessed on measures that include both receptive and expressive oral vocabulary. The following link provides helpful resources to increase vocabulary in the classrooms: http://www.literacymatters.org/content/readandwrite/vocab.htm
What is receptive and expressive vocabulary assessment?
Receptive vocabulary involves understanding of spoken words, for instance, asking a student to point to a picture that represents a word spoken by the teacher. Expressive vocabulary involves using or naming a word, as when the teacher shows a picture to a child and asks the child to name it. Although the relationship of receptive vocabulary to reading comprehension seems obvious, expressive vocabulary appears to be an even stronger predictor of beginning reading achievement than is receptive vocabulary. Therefore, both areas should be included in a comprehensive assessment such as the BICS and CALPS. Another type of assessing vocabulary to English language learners is using teacher-created charts and observations. These charts help record student progression on specific vocabulary skills. For example, charting students on the way the use complete sentences, grammar, language usage, syntax etc. Helpful resource about vocabulary and language skills: http://www.ldonline.org/article/6383/
What methods can I apply to assess vocabulary?
Assessment of vocabulary is critical for identifying English language learners who are having difficulties with reading and for designing appropriate instruction. The use of oral measures is crucial. Tests that require reading or writing make it impossible to differentiate other problems children may have, such as difficulties in word decoding or spelling, from lack of vocabulary knowledge. English language learners should be individually assessed on measures that include both receptive and expressive oral vocabulary. The following link provides helpful resources to increase vocabulary in the classrooms: http://www.literacymatters.org/content/readandwrite/vocab.htm
What is receptive and expressive vocabulary assessment?
Receptive vocabulary involves understanding of spoken words, for instance, asking a student to point to a picture that represents a word spoken by the teacher. Expressive vocabulary involves using or naming a word, as when the teacher shows a picture to a child and asks the child to name it. Although the relationship of receptive vocabulary to reading comprehension seems obvious, expressive vocabulary appears to be an even stronger predictor of beginning reading achievement than is receptive vocabulary. Therefore, both areas should be included in a comprehensive assessment such as the BICS and CALPS. Another type of assessing vocabulary to English language learners is using teacher-created charts and observations. These charts help record student progression on specific vocabulary skills. For example, charting students on the way the use complete sentences, grammar, language usage, syntax etc. Helpful resource about vocabulary and language skills: http://www.ldonline.org/article/6383/