Ways of reading pdf

Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students’ strategic use of on-demand web-based vocabulary tools, and increase students’ volume of reading and incidental word learning. Drawing on research-based ways of reading pdf of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to evoke students’ engaged vocabulary learning.

The strategies emphasize developing students’ interest in words as they read, view, interact with, and create word meanings in digital and multimedia contexts. Although the pervasiveness of ICTs in all aspects of 21st-century life is quite clear and well accepted, it is less clear how teachers might successfully integrate technology into literacy instruction and specifically vocabulary instruction. We believe that digital tools and media are available in most schools that teachers could harness now to improve vocabulary learning, tools that capture the interest of students and that provide scaffolds and contexts in which to learn with, and about, words more profitably. We hope that they share their successes and limitations with their colleagues and with the broader literacy community on the Internet. Across all three areas, the role of interest and engagement with words and word learning is addressed. What does research tell us about vocabulary learning? Why is vocabulary learning so important?

To understand a text, one must understand the words that represent the ideas or concepts. Of particular concern to educators is the development of academic language. Thus, special care must be taken to give them every advantage in learning academic language, particularly in content areas. The results of this gap are manifested in students’ literacy learning, particularly reading comprehension. Teaching words, morphology, and word origins is an important component in any vocabulary learning program. It is also necessary to provide multiple exposures to the word in different contexts and to teach word learning strategies, such as using context clues, cognate information, and deciding when a word is important to know and remember.

These recommendations to improve vocabulary by encouraging wide reading, teaching words and word learning strategies, and promoting active learning and interest in words are not new. The purpose of this article is to encourage teachers to apply these research-based recommendations in new ways, using digital tools, media, and the Internet-that is, to deploy technology in service of vocabulary learning. First, we offer strategies for teaching words and word learning strategies. Second, we focus on on-demand digital language tools to support just-in-time strategic vocabulary learning and reading. Third, we suggest ways to increase the volume of reading to support students’ incidental vocabulary learning. Along the way, we offer ways to stimulate students’ interest in words and self-efficacy. Technology, when used flexibly in response to students’ varied needs and interests, can and should be part of the solution to the vocabulary gap.