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Journal of Adolescent & Adult Literacy
Volume 49, Issue 7 p. 610-619



RATIONALE FOR SYSTEMATIC VOCABULARY DEVELOPMENT: ANTIDOTE FOR STATE MANDATES


Anthony V. Manzo, 

Corresponding Author

Anthony V. Manzo

California State University, Fullerton.

24962 Pine Flat Circle, Lake Forest, CA 92630, USA. E-mail
avmanzo@aol.com.Search for more papers by this author
Ula C. Manzo, 

Ula C. Manzo

Teaches at California State University, Fullerton

Search for more papers by this author
Matthew M. Thomas, 

Matthew M. Thomas

Teaches at Central Missouri State University, Warrensburg.

Search for more papers by this author
Anthony V. Manzo, 

Corresponding Author

Anthony V. Manzo

California State University, Fullerton.

24962 Pine Flat Circle, Lake Forest, CA 92630, USA. E-mail
avmanzo@aol.com.Search for more papers by this author
Ula C. Manzo, 

Ula C. Manzo

Teaches at California State University, Fullerton

Search for more papers by this author
Matthew M. Thomas, 

Matthew M. Thomas

Teaches at Central Missouri State University, Warrensburg.

Search for more papers by this author
First published: 09 November 2011
https://doi.org/10.1598/JAAL.49.7.6
Citations: 10
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ABSTRACT

The authors assert that vocabulary development is one of the most important
things teachers can promote for students—cognitively, culturally, socially, and
in preparation for standardized tests. A broad-based review of the literature
reveals solid reasons for using systematic vocabulary instruction, which is
especially helpful with youngsters from second-language or disenfranchised
backgrounds. Yet, in U.S. schools, systematic instruction in vocabulary has been
cyclical rather than sustained.

The authors note that learners from Latin-language backgrounds likely have an
unappreciated advantage in learning difficult words. The specialized,
Latin-derivative terms that occur infrequently in common usage tend to occur
frequently on standardized tests.

Several research-supported ways to improve vocabulary acquisition are
highlighted, including one that uses a variation on signing. The authors offer a
“community of language” approach and show how wide reading can be amplified by
intentional, frequent, day-to-day use of specific terms by school faculty and
staff.


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CITING LITERATURE




Volume49, Issue7

April 2006

Pages 610-619




 * REFERENCES


 * RELATED


 * INFORMATION


RECOMMENDED

 * Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction,
   and the English‐Language Learner
   
   Barbara C. Palmer, Vikki S. Shackelford, Sharmane C. Miller, Judith T.
   Leclere, 
   Journal of Adolescent & Adult Literacy

 * Aboriginal Students Engaging and Struggling With Critical Multiliteracies
   
   Fatima Pirbhai-Illich, 
   Journal of Adolescent & Adult Literacy

 * Teaching Secondary English Learners to Understand, Analyze, and Write
   Interpretive Essays About Theme
   
   Carol Booth Olson, Robert Land, Thelma Anselmi, Charlie AuBuchon, 
   Journal of Adolescent & Adult Literacy

 * Words as Tools: Learning Academic Vocabulary as Language Acquisition
   
   William Nagy, Dianna Townsend, 
   Reading Research Quarterly

 * Nine Things Every Teacher Should Know About Words and Vocabulary Instruction
   
   Karen Bromley, 
   Journal of Adolescent & Adult Literacy




METRICS

Citations: 10



DETAILS

2006 International Reading Association



 * Check for updates


KEYWORDS

 * topic
 * vocabulary
 * strategies
 * instructional
 * language learners
 * learner
 * early adolescence
 * adolescence
 * type
 * article


PUBLICATION HISTORY

 * Issue Online: 09 November 2011
 * Version of Record online: 09 November 2011




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