Word of the Day Improves and Redirects Student Attention while Supporting Vocabulary Development

Autor/inn/en	Vesely, Pamela J.; Gryder, Nancy L.
Titel	Word of the Day Improves and Redirects Student Attention while Supporting Vocabulary Development
Quelle	In: Intervention in School and Clinic, 44 (2009) 5, S.282-287 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451208330901
Schlagwörter	Classroom Techniques; Reading Comprehension; Reading Difficulties; Semantics; Learning Disabilities; Sight Vocabulary; Hyperactivity; Learning Processes; Vocabulary Development; Attention Deficit Disorders; Self Management; Metacognition + Suchen Sie Ihr Suchwort? Klassenführung; Leseverstehen; Reading difficulty; Leseschwierigkeit; Semantik; Learning handicap; Lernbehinderung; Hyperaktivität; Learning process; Lernprozess; Wortschatzarbeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	To learn and master new concepts, including the acquisition of new vocabulary, students must be able to sustain attention during direct instruction, stay focused throughout the guided practice activity, and successfully complete the independent practice assignments. Yet, difficulty with maintaining attention is a common characteristic for students with reading difficulties, including those with severe learning disabilities and attention-deficit/hyperactivity disorder (ADHD). Considering the relationship between focusing attention and learning, it is critical that teachers use innovative, engaging techniques that teach students to regulate and maintain their attention throughout the day while also reinforcing students' learning processes. This article describes the Word of the day (WOD) strategy that provides teachers with a positive method for teaching students to regulate and maintain their attention. The WOD strategy integrates instruction and guided practice in vocabulary acquisition with a positive classroom management technique. WOD helps students increase their reading and speaking vocabulary by providing them with repeated exposure to, and distributed practice with, vocabulary concepts throughout the class period. Students are required to learn the vocabulary definition and to use the meaning of the word in a variety of settings. WOD follows effective vocabulary learning principles by teaching students to define the term in their own words, allowing them to personalize word meaning and create examples using the word throughout the day. When used with configuration, WOD can increase students' sight vocabulary, resulting in an improvement in reading comprehension skills. Although WOD is designed specifically for students with disabilities, the WOD strategy is a whole class strategy that benefits all students. (Contains 3 tables and 1 figure.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10