Enhancing Teachers' Vocabulary Knowledge: Effects on Students' Vocabulary and Comprehension

Abstract

Vocabulary knowledge is essential for successful reading comprehension. Effective intervention for students' under-achieving in comprehension requires that the teacher be knowledgeable and conversant with up-to-date research in reading comprehension and vocabulary. The effect of enhanced teacher knowledge on student achievement in vocabulary and reading comprehension forms the basis of this study. Current literature highlights the reciprocal nature of reading comprehension and vocabulary. It suggests multiple pedagogical approaches to developing vocabulary knowledge and the transference of that knowledge to comprehending text. Debate over the most effective approach for developing vocabulary knowledge has been extensive. This study concurs with those who advocate a combination of direct instruction, indirect learning and developing word consciousness as the most effective approach for developing vocabulary knowledge, especially for under-achieving students. This study involved four teachers from three low decile schools. A professional learning community was developed within action research. Teachers participated in a series of professional development workshops, focussed on enhancing teachers' vocabulary knowledge. The test scores from students ranging from year four to eight from these teachers' classes were used to measure the effectiveness of the professional development in vocabulary and reading comprehension. The findings of this study suggest that developing teacher vocabulary knowledge leads to changes in teaching approaches which in turn leads to improved student achievement. As students became more competent and confident with vocabulary problems, teachers observed the transference of skills and strategies across the curriculum. Central to teacher intervention was the development of word consciousness, with application encouraged in all areas. Findings also suggest that enhanced vocabulary knowledge may have been instrumental in raising achievement of some students with a long history of under-achievement. Professional development within a professional learning community, using action research, where student achievement, shared goals and effective analysis of data are a core activity has been demonstrated by research as a successful model for raising student achievement. This study concurs with such research and mirrors other studies carried out in low decile schools. The findings have significant implications for classroom interventions for raising student achievement in comprehension and for teachers' pedagogical and content knowledge of vocabulary.