I have been using the readings from Dr Alison Davis publications to help me improve my student's vocabulary.
According to Alison Davis, students should develop a wide vocabulary in order to improve
comprehension. Therefore, I start every lesson, whether reading, writing or maths with vocabulary. The words are discussed in the context of the lesson. For example, in fractions, if the numerator is smaller than the denominator then it is a proper fraction. The students are encouraged to use the words "numerator" and "denominator" - they are learning to use the correct words in the appropriate context. At the last PAT reading vocabulary baseline test the following results in respect of my priority reading group were recorded: three students achieved stanines of 6 to 8. One student achieved a stanine of 4 and the other a stanine of 3. The attendance of the two lowest achieving students were 87% and 74% respectively which I concluded was the reason for their poor performance.
According to Alison Davis, students should develop a wide vocabulary in order to improvecomprehension. Therefore, I start every lesson, whether reading, writing or maths with vocabulary. The words are discussed in the context of the lesson. For example, in fractions, if the numerator is smaller than the denominator then it is a proper fraction. The students are encouraged to use the words "numerator" and "denominator" - they are learning to use the correct words in the appropriate context. At the last PAT reading vocabulary baseline test the following results in respect of my priority reading group were recorded: three students achieved stanines of 6 to 8. One student achieved a stanine of 4 and the other a stanine of 3. The attendance of the two lowest achieving students were 87% and 74% respectively which I concluded was the reason for their poor performance.
