This post is courtesy of Dr. Andrew Biemiller, Professor Emeritus, University of Toronto. Andy is an eminent vocabulary researcher and the author of Words Worth Teaching: Closing the Vocabulary Gap (see references). For more about his research and his book on words worthy of instructional time in elementary grades, also see the post by Michael Graves.
By the end of the primary grades, English-speaking children with the weakest vocabularies (lowest 25%) are already four years behind those with the largest vocabularies (highest 25%).1 English Language Learners are often even further behind. What can be done to reduce this “gap”?
Clearly, schools could do more. The gap widens during the primary grades. Little vocabulary is taught in kindergarten, grade one, or grade two. I know, teachers will assure me that they teach a lot of vocabulary. Maybe 50 or 100 word meanings. But each year disadvantaged children need to acquire 300 or 400 more meanings than “average” English speaking children. At present, they usually acquire 300 or 400 fewer meanings in the primary grades! Until now, primary grade educators have left vocabulary development to parents. So middle class parents have provided lots of language in the normal course of living at home. Less advantaged homes have provided a lot less.2
One support for less advantaged children could be television. Children watch a lot of television. But to teach vocabulary, we have to do more than assume children will acquire words from exposure.
WGBH in Boston has developed a program intended to support vocabulary development. They adopted Susan Meddaugh’s books about Martha—a talking dog. These books provide both good stories and many opportunities to explain needed words. There are six books about Martha. The television program incorporates these stories and adds many more. The series is now in its second year on PBS television, and third year of production. I am an advisor to this program.
The series has drawn a wide audience, mainly of children ages 3 to 7. Research to date has shown that children learn words from the Martha Speaks shows at about the same rate as they learn words from stories read in school—without vocabulary instruction. In other words, children acquire the meanings of about 10% of the words explained. This is not as high as we would hope for, but is a lot better than having no story experience, which many children experience.
At present, we are hoping to increase the rate of word learning by highlighting words explained. We are also hoping that teachers might reinforce some of the vocabulary addressed in the program. WGBH has created a video for teachers on ways of doing this.
A lot of children need to learn a lot more vocabulary. Past research in classrooms shows that most of these children can learn more vocabulary from meaningful texts. We have a pretty good idea what vocabulary is needed.3 Now I’m hoping that parents, teachers, and Martha Speaks will all contribute to better vocabulary growth!
For videos and background on the television program, see the Martha Speaks web site. Visit this link for parent and teacher materials. Also, note the series of short videos called “The Experts Speak".
1 Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In A. Hiebert. & M. Kamil, (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp 223-242). Mahwah, NJ: Erlbaum.
2 Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing Co.
3 One good listing of needed words is in my book, Words Worth Teaching, available from SRA/McGraw-Hill: Biemiller, A. (2009). Words worth teaching: Closing the vocabulary gap. Columbus, OH: SRA/McGraw-Hill.
2 Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing Co.
3 One good listing of needed words is in my book, Words Worth Teaching, available from SRA/McGraw-Hill: Biemiller, A. (2009). Words worth teaching: Closing the vocabulary gap. Columbus, OH: SRA/McGraw-Hill.
