Vocabulary-Building Activities

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The vocabulary overview guide, vocabulary concept circles, vocabulary maps (list-group-label or LGL and semantic mapping), and vocabulary self-collection strategy (VSS) listed in the following pages provide organized and easily managed ways of scaffolding vocabulary acquisition to meaning structures. The visuals can also be used as study guides and references for writing pieces.

Vocabulary Overview Guide.  There is another approach available for the improvement of word-analysis skills among college-age individuals. Carr (1985) has offered three steps to improve vocabulary understanding, interest, and involvement in learning:

1. Before reading- (a) Define vocabulary by using familiar context after surveying material titles and headings. (b) Underline unknown words. (c) Try to help students use context first in determining meaning. (d) Use the dictionary to help with meaning. (e) Write definitions to reinforce concepts and usage.
2. During reading- Reinforce vocabulary comprehension by keying in on prereading words.
3. After reading- Complete a vocabulary overview guide by having students write (a) titles and category titles, (b) vocabulary terms, (c) definitions a long with synonyms and antonyms, and (d) clues to meaning.
4. Study- Have students read titles and categories. Students use clues and predict words in pairs, continually review learned terms, and add synonyms and antonyms to previously learned terms.

Vocabulary Concept Circles. One practice format for vocabulary involves development of categorization skills through the use of vocabulary circles divided in fourths. This technique allows students with dyslexia to receive visual assists when trying to determine essential features or relationships among vocabulary terms.

Vocabulary Maps/Word Maps.  Semantic mapping, also known as list-group-label (LGL), was developed by Taba in 1967. Taba developed this method of categorizing vocabulary terms in order to assist students with technical vocabulary in science and social studies texts. Students use three basic strategies: 1) listing stimulus words from the lesson; 2) making group/label lists, with a main topic as well as various subtopics; and 3) doing a followup, with reinforcement and checking. Students must have prior knowledge of the words to be classified for these techniques to be successful. LGL can be used to review material for tests and can assist a teacher in a prereading situation in determining where further instruction is needed. In a postreading situation, LGL can help a teacher assess what learning has taken place.

Word analysis skills training needs to be continued at the college and university levels for students with learning disabilities.

Vocabulary Self-Collection Strategy (VSS).  Another approach that can be used with the college-age student is Haggard's (1986a, 1986b) Vocabulary Self-Collection Strategy (VSS). This approach was developed for students at all levels to help them create vocabulary lists that need to be learned based on interest levels and prior schemata. The four steps are as follows: (1) select words to be learned, (2) define words, (3) finalize word list(s), and (4) extend word knowledge. Students survey material and select words to be learned. (This can be a team effort.) In a class situation, students can nominate words to be learned, with students contributing in a discussion format as to the meaning(s) of the word(s) presented. Followup activities include using the chosen words in other activities, such as in composition writing with review providing opportunities for reinforcement. According to Haggard (1986b), the VSS approach provides "...an internal motivation...[for] vocabulary acquisition and development...allows one to develop systematic, personalized strategies for word learning...[and] increases sensitivity to new words and enjoyment in word learning..." (p. 640).