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The Cognitive Vocabulary Approach to Word Learning

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Bibliographic Details
Title: The Cognitive Vocabulary Approach to Word Learning
Language: English
Authors: Harmon, Janis M., Buckelew-Martin, Elizabeth, Wood, Karen D.
Source: English Journal. Sep 2010 100(1):100-107.
Availability: National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 8
Publication Date: 2010
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Descriptors: Vocabulary, Reading Comprehension, Vocabulary Development, Metacognition, Semantics, Skill Development, Second Language Learning, Literacy, Visual Aids, English (Second Language)
ISSN: 0013-8274
Abstract: English teachers face myriad demands every day that include not only helping students read literature in interesting and engaging ways but also attending to the needs of students challenged by the demands of more complex and sophisticated texts. Vocabulary learning is at the heart of this struggle for many students, especially for English language learners and students who have difficulty with literacy skill development. Obviously, a lack of vocabulary knowledge limits students' understanding of a passage and also hinders their ability to engage in the deeper reading teachers aim for in their teaching. In this article, the authors describe a cognitive strategies approach to vocabulary teaching and learning that can serve as a starting point for effective vocabulary instruction. This approach highlights the merging of important facets of vocabulary instruction with cognitive strategies used to comprehend texts. They begin by drawing attention to what they currently know about connections between vocabulary learning and reading comprehension. (Contains 4 figures.)
Abstractor: ERIC
Number of References: 7
Entry Date: 2010
Access URL: https://www.ncte.org/journals/ej/issues/v100-1
Accession Number: EJ896471
Database: ERIC
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  Data: National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
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  Data: English teachers face myriad demands every day that include not only helping students read literature in interesting and engaging ways but also attending to the needs of students challenged by the demands of more complex and sophisticated texts. Vocabulary learning is at the heart of this struggle for many students, especially for English language learners and students who have difficulty with literacy skill development. Obviously, a lack of vocabulary knowledge limits students' understanding of a passage and also hinders their ability to engage in the deeper reading teachers aim for in their teaching. In this article, the authors describe a cognitive strategies approach to vocabulary teaching and learning that can serve as a starting point for effective vocabulary instruction. This approach highlights the merging of important facets of vocabulary instruction with cognitive strategies used to comprehend texts. They begin by drawing attention to what they currently know about connections between vocabulary learning and reading comprehension. (Contains 4 figures.)
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