Why should I attend to word-learning strategies?


Teaching Word Learning Strategies:

(based on 6.11.10 workshop participants' text study of Graves, 2006, p. 23-32 and 91-118; Diamond, & Gutlohn, 2006, p. 74-150; Baumann et al., in Hiebert & Kamil, p. 179-206)
  • Explanation: Word learning strategies fall into two categories: (1) the tools language users might employ and (2) the teaching methodology.
  • Rationale:
    • If students know strategies for uncovering unfamiliar words, they are more likely to use them (Graves).
    • Graves stresses the importance of context, then morphology, then dictionary skills. He also advocates for combined strategies.
    • 60% of words students encounter could be deciphered using word structure.
  • Significant Information:
    • context + morphology yields the strongest student word learning
    • model through teacher think-aloud
    • Most of the prefixed words students will encounter in academic text use one of four prefixes (re-, un-, in-, pre-).
    • Baumann et al., (p. #) discussed a strategy process that included verbal explanation, modeling, guided practice and individual practice.



Dictionary Use



Contextual Analysis
These short YouTube videos might be used to set up context clue strategy instruction.



Morphemic Analysis