Content-Specific vocabulary: Vocabulary that is connected to the subject or discipline
Academic Vocabulary: Terms that are used across the board that is not subject to a specific area
Ex. assess, analyze, function
Word knowledge is in important for factor for reading comprehension. Students must make a connection and relate words to other words to have a greater understanding of vocabulary. Five facets of word knowledge:
1. Incrementality: Levels of word knowledge over time
2. Polysemy: multiple meaning words
3. Mulitdementiality: meaning, connotation,
4. Interrelatedness: connections between words
5. Herterogeneity
Seven Different Tasks and Considerations
1. Learning a basic oral vocabulary
2. Learning to read known words
3. Learning new words representing known concepts
4. Learning new words representing new concepts
5. Learning new meanings for known words
6. Clarifying and enriching the meanings of known words
7. Moving words into students' expressive vocabularies
Full concept learning of vocabulary requires four mental operations: 1. recognizing and generating critical attributes-both examples and nonexamples 2. seeing relationships between the concept to be learned and what is already known, 3. applying the concept to a variety of contexts and 4. generating new contexts for the learned concept.
Contextual Word Knowledge: Developing knowledge of a word based on brainstorming and coming up with meaning of the word, relating text
Incidental vocabulary Development: Develops through everyday conversation, word play, rhymes, jingles
Intententional vocabulary development: Making time to develop a word
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