Reading vocabulary knowledge and deafness.

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

[1]  John B. Carroll,et al.  The American Heritage Word Frequency Book , 1971 .

[2]  M. Just,et al.  The psychology of reading and language comprehension , 1986 .

[3]  Joseph R. Jenkins,et al.  Learning Word Meanings: A Comparison of Instructional Procedures , 1977 .

[4]  Richard C. Anderson,et al.  Vocabulary Knowledge. Technical Report No. 136. , 1979 .

[5]  Patricia A. Herman,et al.  Learning Words from Context. , 1985 .

[6]  Peter V. Paul,et al.  Language and Deafness , 1984 .

[7]  Richard C. Anderson,et al.  A Schema-Theoretic View of Basic Processes in Reading Comprehension. Technical Report No. 306. , 1988 .

[8]  Donald Shankweiler,et al.  Phonological processes in literacy : a tribute to Isabelle Y. Liberman , 1991 .

[9]  Edward J. Kameenui,et al.  Effects of Text Construction and Instructional Procedures for Teaching Word Meanings on Comprehension and Recall. , 1982 .

[10]  Darlene Zabish Pany.  The Effects of Vocabulary Instruction on Knowledge of Word Meanings and Reading Comprehension of Remedial Readers , 1978 .

[11]  Margaret G. McKeown,et al.  Vocabulary Development: All Contexts Are Not Created Equal , 2008 .

[12]  D. Bobrow,et al.  Representation and Understanding: Studies in Cognitive Science , 1975 .

[13]  Margaret G. McKeown,et al.  Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words , 1985 .

[14]  Steven A. Stahl.  Three Principles of Effective Vocabulary Instruction. , 1986 .

[15]  William E. Nagy,et al.  Teaching Vocabulary to Improve Reading Comprehension , 1988 .

[16]  L. Siegel,et al.  The development of reading. , 1993, Advances in child development and behavior.

[17]  J. Baumann.  Teaching third-grade students to comprehend anaphoric relationships: The application of a direct instruction model , 1986 .

[18]  P. David Pearson.  Handbook of reading research. , 1990 .

[19]  Susan D. Pittelman,et al.  Semantic Mapping: Classroom Applications , 1986 .

[20]  Joseph R. Jenkins,et al.  Vocabulary and reading comprehension : instructional effects , 1978 .

[21]  Elinore Kress Schatz,et al.  Context Clues Are Unreliable Predictors of Word Meanings. , 1986 .

[22]  M. Karchmer,et al.  School achievement scores of hearing impaired children: national data on achievement status and growth patterns. , 1977, American annals of the deaf.

[23]  P. D. Villiers,et al.  Hearing-impaired students learning new words from written context , 1992, Applied Psycholinguistics.

[24]  Joseph R. Jenkins,et al.  Learning Vocabulary Through Reading , 1984 .

[25]  Prior Knowledge, Connectivity, and the Assessment of Reading Comprehension. Technical Report. No. 245. , 1982 .

[26]  William E. Nagy,et al.  Learning Word Meanings From Context During Normal Reading , 1987 .

[27]  Peter V. Paul.  Using three test formats to assess good and poor readers' word knowledge , 1990 .

[28]  Peter V. Paul,et al.  Multimeaning Words and Reading Comprehension , 1988 .

[29]  Karen Mezynski.  Issues Concerning the Acquisition of Knowledge: Effects of Vocabulary Training on Reading Comprehension , 1983 .

[30]  B. Davey,et al.  Acquisition of Word Meanings from Context by Deaf Readers , 1990, American annals of the deaf.

[31]  Catherine W. Hatcher,et al.  The Effects of Syntax on the Reading Comprehension of Hearing-Impaired Children. , 1981 .

[32]  Michael F. Graves.  Chapter 2: Vocabulary Learning and Instruction , 1986 .

[33]  Patricia A. Herman,et al.  Incidental acquisition of word meaning from expositions with varied text features , 1987 .

[34]  P. David Pearson.  The Comprehension Revolution: A Twenty-Year History of Process and Practice Related to Reading Comprehension. Reading Education Report No. 57. , 1985 .

[35]  Michael F. Graves.  A Quantitative and Qualitative Study of Students' Vocabularies. , 1980 .

[36]  Richard C. Anderson,et al.  How Many Words are There in Printed School English , 1984 .

[37]  Harry Singer,et al.  Theoretical models and processes of reading , 1976 .

[38]  Steven A. Stahl,et al.  The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis , 1986 .

[39]  P. David Pearson.  Reading comprehension instruction : six necessary changes , 1984 .

[40]  B. Davey,et al.  The Relationship between Lexical Knowledge and Reading Comprehension for Prelingually, Profoundly Hearing-Impaired Students. , 1987 .

[41]  Michael F. Graves.  Skill with Polysemous Words: A Measurement of the Depth of Children's Word Knowledge. , 1980 .

[42]  Charles A. Perfetti,et al.  The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication , 1983 .

[43]  Trybus Rj,et al.  School achievement scores of hearing impaired children: national data on achievement status and growth patterns. , 1977 .

[44]  Karen K. Wixson.  Vocabulary instruction and children's comprehension of basal stories. , 1986 .

[45]  J. R. Jenkins,et al.  Vocabulary Instruction: Effects on Word Knowledge and Reading Comprehension , 1982 .

[46]  Peter V. Paul,et al.  Literacy and Deafness: The Development of Reading, Writing, and Literate Thought , 1997 .

[47]  Roger C. Schank,et al.  SCRIPTS, PLANS, GOALS, AND UNDERSTANDING , 1988 .

[48]  P. David Pearson,et al.  Teaching Reading Vocabulary , 1978 .

[49]  Margaret G. McKeown,et al.  Conditions of Vocabulary Acquisition , 1991 .

[50]  Jana M. Mason,et al.  Effects of Polysemous Words on Sentence Comprehension. , 1979 .

[51]  D. Dolman.  Some Concerns About Using Whole Language Approaches With Deaf Children , 1992, American annals of the deaf.

[52]  Word Meanings , 1928 .

[53]  Depth of Vocabulary Knowledge and Reading , 1989 .

[54]  Margaret G. McKeown,et al.  The Acquisition of Word Meaning from Context by Children of High and Low Ability. Outstanding Dissertation Monograph 1985. , 1985 .

[55]  P. Paul,et al.  Comprehension of High-Frequency Multimeaning Words by Students with Hearing Impairment , 1991 .

[56]  D. Carnine.  Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words. , 1984 .

[57]  Bertram C. Bruce,et al.  Theoretical issues in reading comprehension : perspectives from cognitive psychology, linguistics, artificial intelligence, and education , 1980 .

[58]  C. M. King,et al.  Reading and deafness , 1985 .

[59]  K. Rayner,et al.  The psychology of reading , 1989 .

[60]  M. C. Wittrock,et al.  Word Frequency and Reading Comprehensiony1 , 1974 .

[61]  G. Miller.  The Acquisition of Word Meaning. , 1978 .

[62]  Peter V. Paul.  Deaf Children's Comprehension of Multimeaning Words: Research and Implications. , 1987 .

[63]  J. P. Klesius,et al.  99 MULTIPLE MEANING WORDS FOR PRIMARY STUDENTS AND WAYS TO TEACH THEM , 1984 .