Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice
Abstract
:1. Introduction
1.1. Effects of Vocabulary Instruction on Vocabulary
1.2. Effects of Vocabulary Instruction on Comprehension
1.3. Attitudes towards Theories
1.4. Justification for Present Study
1.5. Description of Theories
1.5.1. Social Constructivism and Sociocultural Theories
1.5.2. Schema and Psycholinguistic Theories
1.5.3. Dual Coding Theory
1.5.4. Motivation Theory
1.6. Research Questions
- What theories underlie the recommendations for vocabulary instruction made by articles published in practitioner journals?
- How do the theories underlying recommendations for vocabulary instruction in practitioner journals vary across grade levels, special populations, and desired outcomes (i.e., receptive or productive)?
- What are the differences and similarities between theories underlying vocabulary instruction made by empirical research articles and practitioner-oriented articles?
2. Methods
2.1. Search Criteria
2.2. Inclusion and Exclusion Criteria
2.3. Coding Procedures
3. Results and Discussion
3.1. Research Question One
3.2. Research Question Two
3.3. Research Question Three
4. Conclusions
4.1. Summary of Findings
4.2. Limitations and Directions for Future Research
Author Contributions
Funding
Conflicts of Interest
References
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Citation | Grade Level 1 | Explicit References to ELLs | Explicit References to Struggling Readers | Vocabulary Type 2 | Technology | Social Constructivism/ Sociocultural Theories | Schema/ Psycholinguistic | Dual Coding Theory | Motivation Theory |
---|---|---|---|---|---|---|---|---|---|
Abrams and Walsh (2014) [41] | HS | R | X 5 | Implicit | |||||
Adams and Pegg (2012) [68] | HS | P | Implicit | Implicit | |||||
Baumann, Ware, and Edwards (2007) [69] | UE | P | Implicit | Implicit | Implicit | Implicit | |||
Beauchat, Blamey, and Walpole (2009) [70] | PS | R | Implicit | Implicit | |||||
Blamey and Beauchat (2011) [71] | PS | R | Implicit | Implicit | Implicit | ||||
Boulwar-Gooden (2010) [72] | UE | R | Implicit | Implicit | |||||
Boyd, Sullivan, Popp, and Hughes (2012) [73] | HS | R | Implicit | Implicit | Implicit | ||||
Brabham et al. (2012) [42] | EE and UE | X 3 | R | X | Implicit | Implicit | |||
Briceño (2016) [74] | EE | X | R | Implicit | Implicit | ||||
Bromley (2007) [75] | MS and HS | X | P | Implicit | Implicit | Implicit | |||
Ciechanowski (2009) [76] | UE | X | P | Implicit | Implicit | ||||
Crosson and Lesaux (2013) [77] | UE | X | P | Implicit | |||||
Dalton and Grisham (2011) [58] | UE | X | X 4 | R | X | Implicit | Implicit | Implicit | Implicit |
Dashiell and DeBruin-Parecki (2014) [78] | PS | X | R | X | Implicit | Implicit | Implicit | Explicit | |
Donnelly and Roe (2010) [79] | UE | X | P | Implicit | Implicit | Implicit | |||
Ellery (2010) [66] | * | P | Implicit | Implicit | Implicit | ||||
Feezell (2012) [67] | UE | X | P | Implicit | Implicit | ||||
Fisher and Frey (2014) [80] | * | P | X | Implicit | Implicit | Implicit | |||
Flanigan and Greenwood (2007) [81] | MS | R | Implicit | Implicit | Implicit | ||||
Flanigan and Greenwood (2007) [81] | MS | R | Implicit | Implicit | Implicit | ||||
Flanigan, Templeton, and Hayes (2012) [82] | HS | R | Implicit | ||||||
Flynt and Brozo (2008) [83] | * | X | P | X | Implicit | Implicit | |||
Gallagher and Anderson (2016) [84] | UE | P | Implicit | Implicit | Implicit | ||||
Ganske (2016) [85] | EE | R | Implicit | ||||||
Gill (2007) [86] | * | R | Implicit | Implicit | Implicit | ||||
Gillanders, Castro, and Franco (2014) [87] | PS | X | R | Implicit | Implicit | Implicit | Implicit | ||
Gillis (2014) [88] | * | R | Implicit | Implicit | |||||
Giroir, Grimaldo, Vaughn, and Roberts (2015) [37] | EE and UE | X | R | Explicit | Explicit | Implicit | |||
Goodwin and Perkins (2015) [89] | EE, UE and MS | X | R | Implicit | Implicit | ||||
Goodwin, Cho, and Nichols (2016) [90] | MS | R | Implicit | Implicit | |||||
Goodwin, Lipsky, and Ahn (2012) [91] | EE, UE and MS | R | Implicit | Implicit | |||||
Grant et al. (2012) [92] | MS | R | Explicit | Explicit | Explicit | ||||
Graves and Watts-Taffe (2008) [93] | * | R | |||||||
Green (2015) [94] | UE | R | Implicit | ||||||
Greenwood and Flanigan (2007) [95] | UE | R | Implicit | ||||||
Griffith and Ruan (2007) [96] | EE | X | X | P | Implicit | ||||
Hall (2016) [97] | EE | P | Explicit | ||||||
Harmon et al. (2009) [98] | MS | R | Implicit | Implicit | |||||
Helman and Burns (2008) [99] | EE | X | R | Implicit | Implicit | Implicit | |||
Hendrix and Griffin (2017) [100] | MS | R | X | Implicit | Implicit | Implicit | |||
Hernández (2016) [101] | EE UE | X | R | X | Implicit | Implicit | |||
Kieffer and Lesaux (2007) [102] | MS | P | Implicit | Implicit | Implicit | ||||
Kesler (2010) [103] | EE UE | P | Implicit | Implicit | Implicit | ||||
Kieffer and Lesaux (2010) [102] | UE | R | Implicit | Implicit | |||||
Kieffer and Lesaux (2010) [102] | MS | X | P | Implicit | |||||
Kindle (2009) [104] | EE | R | Implicit | ||||||
Kozdras, Joseph, and Schneider (2015) [43] | UE | X | P | X | Implicit | Implicit | |||
Kucan (2012) [105] | * | R | Implicit | Implicit | |||||
Labbo, Love, and Ryan (2007) [44] | EE | P | X | Implicit | Implicit | Implicit | Implicit | ||
LaBrocca and Morrow (2016) [106] | UE | P | Implicit | Implicit | Implicit | Implicit | |||
Lane and Allen (2010) [40] | EE | P | Implicit | Implicit | |||||
Larson (2014) [107] | EE | P | Implicit | Implicit | Implicit | ||||
Manyak (2007) [108] | EE UE MS | R | Implicit | Implicit | |||||
Manyak (2010) [109] | UE | X | R | Implicit | Implicit | Implicit | |||
Manyak and Bauer (2009) [110] | * | X | R | Implicit | Implicit | Implicit | Implicit | ||
Manyak et al. (2014) [111] | UE | R | Implicit | Implicit | Implicit | Implicit | |||
McGee and Schickedanz (2007) [112] | PS EE | R | Implicit | Implicit | Implicit | ||||
McKeown et al. (2013) [113] | MS | R | X | Implicit | Implicit | Implicit | |||
Mountain, L. (2007) [114] | HS | P | Implicit | Implicit | Implicit | ||||
Neuman and Roskos (2012) [115] | * | P | Implicit | Implicit | Implicit | Implicit | |||
Picot (2017) [116] | EE UE | X | R | Implicit | Implicit | Implicit | |||
Pierce and Fontaine (2009) [117] | UE | R | Implicit | ||||||
Pollard-Durodola et al. (2011) [118] | PS | P | Implicit | Implicit | Implicit | Implicit | |||
Putman and Kingsley (2009) [119] | UE | R | X | Implicit | Implicit | Implicit | |||
Rasinski, Padak, Newton, and Newton (2011) [120] | EE UE | R | Implicit | Implicit | |||||
Rodgers (2017) [121] | EE | X | R | Implicit | |||||
Savino (2011) [122] | MS | P | X | Implicit | Implicit | Implicit | |||
Snell, Hindman, and Wasik (2015) [123] | PS EE | R | Implicit | Implicit | Implicit | ||||
Toth (2013) [124] | EE | R | Implicit | Implicit | |||||
Townsend (2009) [125] | MS | X | R | Implicit | |||||
Wessels (2011) [126] | * | X | R | Implicit | Implicit | ||||
Williams et al. (2009) [127] | EE | P | Explicit | Explicit | |||||
Winters (2009) [128] | * | R | X | Implicit | Implicit | ||||
Wolsey, Smetana, and Grisham (2015) [129] | UE | R | X | Implicit | Implicit | ||||
Wright (2014) [130] | EE | R | Implicit | Implicit | Implicit | ||||
Yopp and Yopp (2007) [131] | * | R | Implicit | Implicit | Implicit | ||||
Zoski and Erickson (2017) [132] | EE | X | R | Implicit | Implicit |
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Moody, S.; Hu, X.; Kuo, L.-J.; Jouhar, M.; Xu, Z.; Lee, S. Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice. Educ. Sci. 2018, 8, 180. https://doi.org/10.3390/educsci8040180
Moody S, Hu X, Kuo L-J, Jouhar M, Xu Z, Lee S. Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice. Education Sciences. 2018; 8(4):180. https://doi.org/10.3390/educsci8040180
Chicago/Turabian StyleMoody, Stephanie, Xueyan Hu, Li-Jen Kuo, Mohammed Jouhar, Zhihong Xu, and Sungyoon Lee. 2018. "Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice" Education Sciences 8, no. 4: 180. https://doi.org/10.3390/educsci8040180