Strategies Proven to Help Students Learn Vocabulary

Dr. Hairrell et al. performed a systematic review of 24 current vocabulary research studies. Their review concurred that several instructional approaches and strategies have been proven to increase students’ vocabulary knowledge.  They also determined that the National Reading Panel was correct in identifying the need for additional research.

One of the findings was that when teachers use Semantic Strategies, it has a strong positive affect on students’ understanding of vocabulary.  These semantic strategies included discussions, student-friendly definitions, word characteristics, examples and non-examples, visuals, and graphic organizers. Several studies (Apthorp, 2006; Fore III, Boon, & Lowrie, 2007; Nash & Snowling, 2006) reported positive gains when semantic strategies were part of a multicomponent vocabulary program. Additionally, studies showed semantic instruction to be effective with students with limited vocabulary knowledge (Apthorp, 2006) and resulted in more “durable” knowledge (Nash & Snowling, 2006, p. 349).

We know that children benefit, not only when we talk about words or define them, but when we provide them with visuals, and show them how to link new words with known words. When they are provided multiple contexts, and learn about the precision of meanings through examples and non-examples, they are more successful at “owning” the new words. For example, after a student learns the concept of  “audacious”, we might ask, “Is this an example or non-example of audacious, ‘The audacious boys rode their skateboards downstairs and handrails.’”  “How about this one? ‘The audacious parents served their children breakfast.’?” As students fine-tune their understanding of words, these examples/non-examples can become more subtle.  

Reference: Angela Hairrell , William Rupley & Deborah Simmons (2011) The

State of Vocabulary Research, Literacy Research and Instruction, 50:4, 253-271, DOI:

10.1080/19388071.2010.514036