What do readers do when they encounter an unknown word? Depending on the intellectual level of the reader they might: skip it and read on, re-read the section, sound the word out to see if it is a word they know, think about what they are reading, use contextual clues to try to decipher meaning, look at the heading and subheadings of the text, or associate the parts of the word (prefixes, root words, suffixes) with words they may already know. Pickering (2005) state that we know: vocabulary acquisition occur in stages; students can learn vocabulary through experience, in context, and through direct instruction; direct instruction on words that are critical to new content produces the most powerful learning; and creating visual images for vocabulary words is the best way to enhance mastery of the word.
Statement of the Problem
The purpose of this study is to assess the impact of the "word and definition" method vs. the "picture" method on 3rd grade knowledge (understanding and retention) of vocabulary.
Significance of the Study
Third grade is a major instruction year for students. This is the first year that they are no longer learning how to read. Instead they are reading to learn. Students must master various concepts quickly and accurately. The question of the study is to see what is the best method in which to raise the knowledge of vocabulary in the third grade class room. How can the students increase their understanding and retention of new words which they read every day?
Strengths and Limitations
One of the strengths of this study is the wide variety of the type of students sampled. While the wide range of different social economic backgrounds of the students were good, the tests do lack in validity. Taking the pre-test for the baseline and the reoccurrence of the same test will skew some results. Although students should not grow much older in the days it takes for the full cycle of the tests, students may become wiser from taking the same tests. The last test should be a positive to the complete learning and retention of the word as students will not know the test is coming.
Hypotheses
Students who learn vocabulary using the picture method will have better knowledge (understanding and retention) of the vocabulary than students who learn vocabulary using the traditional method.
Vocabulary is a key element in any child learning how to articulate their God given language, learning a new language, or comprehending any written word (Davis, 1944). Webster Dictionary (2003) defines vocabulary as “all the words of a language” and “a supply of expressive means; a repertoire of communication.” The purpose of this review is to assess the impact of the "word and definition" method vs. the "picture" method on 3rd graders knowledge (understanding and retention) of vocabulary.
“Word and definition” method is referring to the traditional flash card method of learning new words. The word on the front and the meaning is on the back. The “picture” method is an alternative way to do flash cards or all together create a new way of learning vocabulary. Using a flash card, the word is on one side and a picture of the meaning or a demonstration of the word is on the backside. Some have just created posters with a picture of the word, showing its meaning. Simply put, most foreign language classrooms have words all over the classroom showing what is in the classroom. In a Spanish classroom, for example, the word reloj would be put on top of the clock. The “picture” method takes this concept and makes it portable.
The underlying issue that needs to be looked at is how an individual learns language. How does an individuals’ visual learning style affect which method is beneficial for them to use?
Vocabulary and Comprehension
Vocabulary is one of the best predictors of comprehension in children (Thorndike, 1973). According to Mary E. Curtis (2006) there are many different hypotheses on how vocabulary and comprehension correlate with each other, such as: to improve understanding you must increase the number of words and meanings that are known. Another hypothesis states that the more a student reads, the better they are at understanding what is being read which will most likely make them master new words (Curtis, 2006). To measure students on which method will help them learn the best, you must look at how learning occurs. Svinicki (1991) created six principles of learning which was based on cognitive theory. His principles are:
1 If information is to be learned, it must first be recognized as important. 2 During learning, learners act on information in ways that make it more meaningful. 3 Learners store information in long-term memory in an organized fashion related to their existing understanding of the world. 4 Learners continually check understanding, which results in refinement and revision of what is retained. 5 Transfer of learning to new context is not automatic but results from exposure to multiple applications. 6 Learning is facilitated when learners are aware of their learning strategies and monitor their use.
Using these six principles as a measuring stick one can test which method would be the most successful. What constitutes mastering a word? Stahl (1985, 1986) identified three levels of word mastery: association processing, comprehension processing, and generation processing.
Schemas
Wood (2001) writes one should activate schemas. Piaget (1971) defined schemas as reading being an active process in which the reader interacts with text and constructs meaning, making sense of new information by relating it to the known. Wood (2001) continues to state that activating schemas aids the reader by allowing them to analyze print while using knowledge already obtained and mastered to construct meaning from the written text. One can compare the debate between traditional method of learning vocabulary and the “picture” method with the fertility and futility debates. The traditional method would reflect the fertile side which suggests greater efficiency of direct instruction. This would lead the “picture” method aligning up with the futile method. The futile method favors vocabulary development within a broader educational framework that provides opportunities for students to map word meanings onto existing schemas (Nagy, Anderson, & Hermann, 1987).
Conclusion
Although educators have been active in the way they have taught vocabulary, the “picture” method is not seen as a reliable way to teach. The traditional method overpowers any other method every time.
In conclusion, The National Reading Panel (2000) concluded that no one single instructional method is sufficient for optimal vocabulary learning; therefore, effective instruction must use a variety of methods to help students acquire new words and increase the depth of their word knowledge over time.
Participants
The sample for this study was 200 third grade students in a variety of school settings. Some of the students were from public, upper class to inner city schools as others were from numerous private and religious schools.
Instrumentation
100 of the third grade students studied the traditional flash cards. 100 of the third grade students studied the “picture” method flash cards.
Design and Procedures
Group A will be given word and definition method of studying vocabulary words. Group B will be given the picture method of studying vocabulary words. Pre-Test will be given to help baseline each student. Test 1 will be given after 1 hour of studying. Test 2 will be given after 1 day of studying. Test 3 will be given after 2 days of studying. Test 4 will be given 7 days after studying. Test 5 will be given thirty days after studying. Test 6 will be given after 90 days, students will not know there is a test.
Data Analysis
The study will show over time how well students have improved. The study will show which method had the best overall increase in each test. The 90 day post test should be an incredible indicator of the retention of which method was better. The study will show how each time the test was done, not depending on the method, the scores increase by certain percentages.
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