It is important for students to be mindful of when they encounter new words and how to derive meaning from unknown words. Current research shows that:
- Vocabulary learning is effective when it entails active engagement that goes beyond knowledge of just dictionary definitions. By knowing the word in their own terms, students can use it in multiple contexts and make connections between concepts and other words.
- Both teachers AND students should be involved in choosing vocabulary words. Teachers have a responsibility to expose students to words that they will need in school and in life (also considered Tier 2 words) while students must also choose words that will further their own comprehension of specific material.
- Vocabulary growth happens slowly over time and students need multiple exposures to words. Each time we experience the same word, we learn more about how it is used, what it means, and the different forms it can take. We are always adding on new information about words. It can be helpful for students to understand how they learn new words through progression.
- Greater gains are shown in student progress when they are included in tracking their own learning and growth on academic tasks (including vocabulary acquisition)
- for each word they learned based on summative assessment data
- for each new word that they have used
- for each word they have shown progress with based on their rating scale data (a word going from a 1 to a 3)