Teaching Content Area Vocabulary

A detailed Summary of Teaching Content Area Vocabulary


To be successful readers of both narrative and expository text, students must have intense vocabulary instruction. If children have a wide range of vocabulary knowledge, then they can better interpret the text they read. Because experience helps form students' vocabulary base, teachers must provide these experiences, both directly and vicariously, to their students. Students' vocabularies will grow if they are given many opportunities to encounter new words and are given examples of those words within their given context. (Rupley, Logan, & Nichols, 1999)

Vocabulary instruction is different in reading lessons and in content area lessons. First, content area vocabulary is closely tied to the lesson, so students must understand the vocabulary to understand the lesson. In reading, however, it is less important for students to understand the meaning of the vocabulary because they are more likely to infer the meaning from the text. Second, in content area lessons, vocabulary may or may not represent familiar concepts. Third, vocabularies in content areas are semantically related to one another; therefore, students must know all the vocabulary terms. (Armbruster, 1992)

Vocabulary instruction in content areas should be an act


Simpson, Phyllis L. "Three Step Reading Vocabulary Strategy for Today's Content

Two strategies to improve productive vocabulary." Journal of Adolescent & Adult Literacy, vol. 42, n. 3, p. 204-207, Nov 1998.



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Logan Nichols, Spor Schneider, , CONCEPT WHEEL, FEATURE ANALYSIS, VISUALIZING INFORMATION, MAPPING Students, Reading Jan, Reading Teacher, Research Instruction, logan nichols, rupley logan, logan nichols 1999, rupley logan nichols, nichols 1999, vocabulary instruction, semantic feature analysis, semantic feature, visualizing information, feature analysis, concept wheel, + -, content lessons, reading teacher vol, + - +,

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