In this week’s episode of the SLP Now podcast, I’m diving into evidence-based strategies that you can use when assessing and teaching multiple meaning words. We’ve been talking a lot about vocabulary concepts lately because vocabulary is a pre-eminent predictor of success in literacy, and a huge part of classroom participation is tied to a student’s ability to read.
I’m extra excited to talk about multiple meaning words this week, because did you know that 50% of the words in the English language have multiple meanings?! That can be super challenging for the students we work with because so many of the words they come across can be interpreted differently depending on the context.
My goal is that you’ll walk away from this episode with a ton of practical ideas and tips that you can use to implement with your own caseload. 💪
So grab your beverage of choice (I’ll have a chai latte, as per always!), get comfortable, and listen in.
Key Takeaways and Topics Covered
> Assessment and development
> Literal vs psychological interpretation
> Pre-teaching vocabulary
> Meaningful exposure
> Graphic organizers
> Using words in context
> Collecting words
> Incorporating movement
> An example from teaching a mixed group about forensic science (I love this story!!)
Links Mentioned in the Podcast
> Vocabulary development from Dr. Karen’s blog
> SLP Now assessments with leveled lists of vocabulary
> SLP Now blog post: How to create a vocabulary journal
> Pocket chart for an interactive word wall (affiliate link)
> The Modified Fitzgerald Key
> SLP Now blog post: My favorite books to target vocabulary
> SLP Now blog post: My favorite articles to target vocabulary
Articles Mentioned in the Podcast
Bannon, E., Fisher, P., Pozzi, L., & Wessel, D. (1990). Effective definitions for word learning. Journal of Reading, 34, 301-302.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: The Guilford Press.
Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching Reading Sourcebook for Kindergarten through 8th Grade. Novato, CA: Arena Press.
Longo, A.M., & Curtis, M.E. (2008). Improving vocabulary knowledge of struggling readers. The NERA Journal, 44, 23-28.
Marinellie, S. A., & Johnson, C. J. (2002). Definitional skill in school-age children with specific language impairment. Journal of Communication Disorders, 35(3), 241-259.
McCardle, P. and Chhabra, V. (2004). The voice of evidence in reading research. Paul H. Brookes Publishing, Baltimore.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Government Printing Office.
Paul, P. V., & O’Rourke, J. P. (1988). Multimeaning words and reading comprehension: Implications for special education students. Remedial and Special Education, 9(3), 42–52.
Richgels, D. J. (2004). Paying attention to language. Reading Research Quarterly, 39, 470-477.
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