Vocabulary Plus Technology An After-Reading Approach to Develop Deep Word Learning

    Authors

    T. D. Wolsey; L. Smetana;D. L. Grisham

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Read. Teach.

    Keywords

    Imagery; visualizing; New literacies; Specific media (hypertext; Internet; film; music; etc; ); Visual literacy; Discussion; General; vocabulary; Practice; exposure; Specialized vocabulary; Childhood; Early; adolescence; Adolescence; SELF-COLLECTION STRATEGY; KNOWLEDGE; STUDENTS; Education & Educational Research

    Abstract

    Students who can use a term conversantly in academic environments know how to use it precisely in their writing and in their interactions with others; they can be said to deeply know, not just the word term in alphabetic or spoken forms, but the connections to ideas the term embodies. When students are intrigued by words and ideas, they want to dig more intensely. Traditionally, word learning tasks in schools do not mirror the way that words are learned beyond school walls. Vocabulary self-collection strategy plus (VSS+) is an instructional routine using multimodal and online tools to promote engaged word learning in an authentic way. Generative technologies, such as those employed in VSS+, use the affordances of technology to combine reading and writing skills with genuine inquiry for learning content within learning communities.

    Journal Title

    Reading Teacher

    Volume

    68

    Issue/Number

    6

    Publication Date

    1-1-2015

    Document Type

    Article

    Language

    English

    First Page

    449

    Last Page

    458

    WOS Identifier

    WOS:000350644800009

    ISSN

    0034-0561

    Share

    COinS