Vocabulary :: Communication, Language

Vocabulary is very important to everyday reading because it is wholly of the words in a language. According to Bursuck and Damer (2010) students learn to decode harder text, they are more likely to encounter words that are not part of their literal language (p. 231). Being familiar with words and the meaning of the word assists students fluency as well as comprehension. According to the National comprise of Literacy (2007) vocabulary is words used in speech and print to communicate (p. 14). Vocabulary can be divided into two categories oral or utter words and written words (National Institute of Literacy, 2007, p. 14). The National Institute of Literacy (2007), agree with Bursuck and Damer (2010), stating that vocabulary knowledge is important to reading because the oral and written words encourage comprehension and communication (p. 14). Since vocabulary is extremely important Pullen, Tuckwiller, Konold, Maynard, & Coyne, 2010 used a three floor model for students at risk for a reading baulk (p. 110). Pullen et al. (2010) states that vocabulary development occurs through incidental learning and home environment before formal schooling (p. 111)The preventative created by Pullen et al. (2010) was meant to increase students vocabulary of at risk students. The intervention (2010) participants were 224 first grade students in elementary schools in a diverse population and moderate percentage of students in socio-economic status (p. 114). The intervention (2010) itself created by ___________________ was a three-tier system Tier 1 consisted of classroom instruction and students who do not respond to tier 1 will receive tier 2 instruction and tier 3 is the most intensive level and if student do not respond to this level they are referred to a exceptional education evaluation (p. 114). To identify students who may be at risk of disability, the intervention (2010) used the PPVT-4 as a standardized test. Pullen et al. (2010) used the test to asses the baseline level of receptive vocabulary and identify participants as either at risk of not for reading failure (p. 115). The authors of the intervention (2010) selected the PPVT-4 because it demonstrated reliability, indicating that is a laborious measure for measuring receptive vocabulary (p. 115). For a post-test, the authors (2010) used a researcher-developed measure to asses students acquisition of target words used in the intervention (p. 115). Pullen et al. (2010) had a three-tier system where tier 1 and tier 2 were designed around two story books appropriate for first grade students (p.