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The connection between reading and comprehension and word knowledge has been clear for many years. Vocabulary knowledge is related to and affects comprehension. Teachers should create a language rich environment with lots of reading, writing, and talking.


Here are a series of questions to ask when trying to determine if you should and how you should teach vocabulary in the Reading Intervention classroom:

  1. Which words are most important to understanding the text?
  2. How much prior knowledge will students have about this word and its related concepts?
  3. Is the word encountered frequently?
  4. Does the word have multiple meanings?
  5. Is the concept significant and does it require preteaching?
  6. Which words can be figured out from context?
  7. Are there words that could be grouped together to enhance understanding a concept?
  8. What strategies could I employ to help students integrate the concept into their lives?
  9. How can I make repeated exposure to the word productive?
  10. How can I help students use the word in a meaningful way?


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