It is generally recognized that knowing a definition of a word does not indicate that it is understood. A word must be comprehended within its context (and how it is used) to fully grasp meanings. The ability to develop vocabulary also requires a deeper understanding than just recognizing differences. Words can take on varied meanings when used in diverse ways and associated with different words. It is important to gain an understanding of the context around the word.

According to the Texas Education Agency (2002), words should be understood using both definitions (e.g. synonyms and defining words in the learner’s own language) and the contextual backdrop (e.g. using words in different ways and crafting stories where the word is the main focus). Words are learned because new words can be connected to our existing knowledge (Bromley, 2007). That is, the more we know, the easier it is to understand and build our vocabulary. Our current knowledge acts as a foundation and framework for bouncing new information off and forming understanding.

Approximately 70% off the most commonly used words that we draw upon in our everyday lives possess more than one meaning (Bromley, 2007). The implications of this are potential opportunities for confusion and misunderstanding. We must rely upon our capabilities to understand and learn words within their context to overcome uncertainties connected with the meanings. Understanding a word when you speak or write is referred to as expressive vocabulary. This often requires additional word knowledge to that of receptive vocabulary (i.e. when you listen or read it) (Allen, 2006).

Context clues are hints that are situated around the word. If understood, they can provide the reader with word meanings (Kester-Phillips et al. 2008). Another common way to develop vocabulary by understanding context is the use of a graphic organizer. In this method, the leaner writes down the word, definition, and an example and non-example. The use of graphic organizers to develop vocabulary has been found to be extremely successful (Kester-Phillips et al., 2008).

Figure 1 - Sample Graph Organizer

In regards to using examples and non-examples as a model of contextual instruction/learning, Stahl and Fairbanks (1986) found that by using definitional instruction alone, students did not increase their comprehension significantly. The use of definitional and contextual teaching/learning did, however, promote understanding. It was also found that using semantic mapping (i.e. associating words with similar words) was another effective way of building vocabulary (Nelson and Stage, 2007)

Vitale and Romance (2008) propose that the best method for teaching vocabulary is not through teaching/learning of the words by themselves but teaching as “semantic word families” (such as using at, an, ap word families). Another method of improving vocabulary as suggested by Griffith and Ruan (2007) is to use story innovation. This strategy involves keeping the structure of a sentence and substituting new words. The outcome is a semantically new sentence that has a completely different meaning.

Vocabulary can be developed via indirect or direct instruction. That is, indirect refers to developing vocabulary predominantly through contact with the word in various settings, such as speaking with other people and/or reading (Nelson and Stage, 2007). Explicit instruction is particularly beneficial for those students who have lower vocabulary skills (Nelson and Stage, 2007). The learner’s awareness of multiple meanings and ability to recognize and use contextual clues is particularly important as not every definition can be taught or learned (Nelson and Stage, 2007).

In a review of the research literature, Apthorp (2006) found that to promote improvements in vocabulary, it was important to obtain definitions and explanations of the meaning of words; numerous exposures to new words; and, analyzing meanings in a variety of contexts. Extended text talk is another activity that develops vocabulary. This involves asking questions and using higher order thinking to solve problems (Apthorp 2006).

An additional method for improving vocabulary is that of semantic mapping and semantic features analysis (Blachowicz et al., 2006). Semantic mapping shows how words are related graphically (e.g. by using synonyms) and feature analysis demonstrates the difference that exists between words in the same category.

Another technique aligned with a graphic organizer and widely recognized to improve vocabulary is that of Concept of Definition Mapping “in which hierarchical, categorical, and semantic information related to a word’s definition are displayed along with examples and non-examples” (see Figure 2) (Blachowicz et al., 2006).

Figure 2 - Building Vocabulary Using a Concept of Definition Map

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If our reading comprehension is low, the ability to develop vocabulary whilst reading is also low. Knowledge of word meanings can contribute up to 70-80% of our understanding as we read (Bromley, 2007). As such, the cycle can continually feed into itself and the outcome can result in a constant improvement in vocabulary knowledge. To gain a full comprehension of a word, an individual must be exposed to that word many times and have it used within a diverse range of contexts (Yopp & Yopp, 2007). The literature also suggests that most new vocabulary is learnt via incidental learning, which can include broad reading (Yopp & Yopp, 2007).

Figure 1: Vocabulary as an Important Component of Reading.

Taken from California Department of Education (2007)

Yopp and Yopp (2007) propose that vocabulary knowledge is not just important to reading but to academic success as a whole. Vocabulary awareness also has significant variance. That is, individuals can possess rich vocabulary in certain content areas but lack word knowledge in others. Individuals may also exhibit a well developed oral vocabulary, but conceal a less developed non-verbal vocabulary range.

To improve vocabulary when reading, the multisyllabic word can offer assistance. This is because words that have more than one syllable (i.e. 60% of words) can be deconstructed and meanings can be inferred (Bromley, 2007). Some ways to help build vocabulary whilst reading include:

1. Identifying and comprehending prefixes, suffixes, and roots to make connections between the word part, the word, and the context.
   Construct a library of new words. The collection should consist of index cards with words and variations (such as plural or past tense, meanings, and sentence use) (University of Alabama, 2009).
2. Taking note of word families (i.e. phonograms) where a letter or grouping of letters characterizes a sound.
3. Look at syllable patterns or types.
4. Keep a vocabulary book to write down newly learned words. Write the dictionary definition, then write your own definition in your own words, and, finally, use the word in a sentence.
5. Examine similarities and differences in word meanings.
6. Learn new words regularly and undertake repetition. Repeated experience of a word has been found to lead to vocabulary development (Blachowicz et al., 2006).
7. Identify words that signal connections to other words (i.e. signal words); and,
8. Focus upon words that sound the same but are spelt differently and have different meanings (homophones) (California Department of Education, 2007).
9. Apart from reading, identifying and understanding how context works in word meanings can assist in developing vocabulary.

References: Please see our reference page for the complete list