Literature Review-Education

Running head: THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1

The Effectiveness of Using a Narrative Input Chart on Learning Advanced Vocabulary

Student Name

EDGR 601

Instructor: Instructor Name

A Literature Survey Presented to

The Graduate Program in Partial Fulfillment of the Requirements

For the Degree of Masters in Education

Concordia University - Portland

May, 2012

THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 2

Literature Review

This literature review was undertaken in an effort to investigate the question: how does

the use of narrative input charts improve the understanding of advanced science vocabulary

among seventh grade science students? In order for students to be ready for entry level college

coursework they must have excellent reading comprehension skills. The relationship between

vocabulary knowledge and reading comprehension is herein considered. Additionally, ineffective

and effective vocabulary instruction strategies are described.

In 2005, ACT college admissions test results showed that high school students in the

United States do not have the reading comprehension skills needed for entry level college

coursework (ACT, Inc. 2006). According to the 2005 ACT-scores for high school graduates,

51% were ready for college level reading (ACT, Inc. 2006). The percentage of college readiness

was even lower for some groups. It is known that 49% of male students demonstrated readiness

and 33% of students with family incomes less than $30, 000/year demonstrated readiness.

Minority student’s scores were low as well. The results showed that 21% African American,

33% Hispanic, and 36% Native American students met the readiness benchmark for reading

(ACT, Inc. 2006). ACT further reports that since 1996 scores have steadily declined resulting in

the 51% being the lowest in the past twelve years (ACT, Inc. 2006).

The Relationship between Vocabulary Knowledge and Reading Comprehension

In this literature review the relationship between the acquisition of academic vocabulary

and improved reading comprehension is examined. The purpose of learning new words is to

improve reading comprehension (Beck, McKowen & Kucan, 2008). Many research studies

THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 3

conducted over the course of many years have concluded that acquiring rich and varied

vocabulary is critical in improving student reading comprehension (National Governors

Association Center for Best Practices, Council of Chief State School Officers, 2010). Harmon,

Hedrick and Wood (2005) report that student difficulty in understanding their textbooks results

from a lack of vocabulary knowledge. It has been shown that students that received high scores

on vocabulary tests also scored high on reading comprehension tests. It is also known that early

vocabulary knowledge can predict reading comprehension skills well into high school (Beck et

al., 2008). Of great concern to educators is the huge vocabulary knowledge gap between

children from disadvantaged homes and children from advantaged homes (Rozzelle & Scearce,

2009).

Ineffective Teaching Strategies

The National Governors Association Center for Best Practices, Council of Chief State

School Officers (2010), authors of the Common Core State Standards, state that vocabulary

instruction is infrequent and non-systematic in most schools. Beck et al. (2008) agree, stating

that it is well documented that “very little attention is given to vocabulary knowledge in school”

(p.14). Teaching strategies that have been deemed insufficient include pre-teaching vocabulary

and drill and practice activities. Examples of drill and practice activities are worksheet pages

with completion, matching, and writing definitions. A simple definition of a word is considered

shallow knowledge and is not sufficient in helping improve reading comprehension (Beck et al.,

2008). Additionally, using vocabulary workbooks where students use a new word in a sentence

after defining the word is also ineffective because, like rote memorization, students use the word

out of context and easily forget meanings (Rozzelle & Scearce, 2009).

THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 4

Effective Teaching Strategies

The articles and books reviewed for this literature review hold many excellent strategies

for vocabulary instruction leading to improved student reading comprehension. One of the most

important things a teacher can do is be enthusiastic about vocabulary and engage the students so

they develop a deep appreciation for words and enjoy the use of words. Teachers have an

obligation to help students realize the life-long value of having a rich vocabulary (Baumann et

al., 2003). Beck et al. (2008) remind teachers that “vocabulary knowledge needs to be deep and

rich and imparted to students in energetic ways that encourage them to think about what they are

learning” (p.17). Students need to view themselves as word learners as they develop their

vocabularies.

Mentioned in several articles reviewed is the recommendation that teachers use direct and

interactive vocabulary instruction. In direct vocabulary instruction teachers describe the new

word, provide explanations, and give examples. Teachers and students focus on how the new

word is similar and different from other known words. Students maintain a vocabulary notebook

for all subjects and record a written description, in their own words, of a new word (Rozzelle &

Scearce, 2009). The vocabulary notebook includes graphic organizers vocabulary trees (root

words), and plenty of room for visual representations of the new word. The visual

representations may include hand drawn pictures or printed images from the Internet or other

sources. Concept maps are effective additions to notebooks. The concept map is a graphic

organizer that allows students to develop deeper meanings of a new word and also tap into their

prior knowledge. Allowing students to share their notebooks with peers in pairs and small groups

as well as the whole class encourages further learning (Rozzelle & Scearce, 2009). This

interactive vocabulary instruction allows students to fully participate in the learning of new

THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 5

words and demonstrate their new word knowledge (Zimmerman, 1997). Other findings show that

multiple exposures to words and students’ engagement in the learning of the words positively

affect reading comprehension (Beck et al., 2008).

Other strategies that have been shown to be effective in vocabulary acquisition include

the use of hands-on activities and are discussed in most articles that are reviewed here. The

importance of the hands-on experience cannot be overstated. Hands-on activities followed by

discussions are shown to be effective in improving comprehension (Harmon, Hedrick & Wood

2005). Reading is a critical strategy as well. In Zimmerman’s (1997) research on the effect of

reading and interactive vocabulary instruction of L2 students showed that allowing students to

self select reading material while participating in interactive vocabulary instruction helped

improve comprehension. Likewise, Harmon, Hedrick and Wood (2005) report that Silent

Sustained Reading (SSR) in subject areas can improve reading comprehension of informational

texts. Another strategy is discussing the structure of words with students. In The Reading

Teacher’s Book of Lists (Fry & Kress 2006), teachers can find a useful reference of common

Latin and Greek roots. Other helpful word structure lists are available in this great resource (Fry

& Kress, 2006).

Of particular interest is a strategy called narrative input charts. Narrative input charts,

developed by Project Glad (Guided Language Acquisition Design), use visual representations of

high level academic vocabulary in the teaching of subject content material (G.L.A.D n.d.).

Educators use a large paper background that is posted in the classroom. Pictures with narrative

text attached are laminated and placed on the background as the teacher retells a content story.

The use of narrative input charts are effective in vocabulary acquisition and thus reading

comprehension. (G.L.A.D n.d.).

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Analysis

This literature review has examined recent research on the issue of the effects of

vocabulary instruction on improved reading comprehension. The review of the work of other

researchers’ solution strategies has greatly improved this researcher’s understanding of how

educators can better improve reading comprehension. The analysis of the literature showed that

there are ineffective and effective strategies for teaching academic vocabulary. The books and

articles reviewed detail similar strategies for both effective and ineffective instruction and critical

gaps, inconsistencies and disagreement among authors was not seen.

This literature review identified effective strategies for improving the understanding of

advance vocabulary in the science classroom. The researcher is interested in implementing a

strategy that will address a specific content area and answer the question: how does the use of

narrative input charts improve the understanding of advanced science vocabulary among seventh

grade science students? In a grade seven lesson on food webs and animal classification of the

Long Island Sound ecosystem, there are 14 organisms, and associated terms, that students are to

study. The organisms and associated terms are: phytoplankton, zooplankton (copepods), jellies,

clam, common periwinkle, horseshoe crab, horseshoe crab eggs, northern lobster, mud crab,

Forbes sea star, menhaden, striped bass, osprey, human, echinoderm, cnidarians, gastropod,

bivalve, arthropod, regenerate, producer, consumer, decomposer, invertebrate, and vertebrate. In

addition to understanding the advanced vocabulary students are to understand the complex food

web of the Long Island Sound ecosystem.

It is the opinion of the researcher that the effective strategies detailed in the literature are

effective for learning just the words. For example, teacher enthusiasm for vocabulary, direct

vocabulary instruction, use of concept maps (graphic organizers), and collaboration between

THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 7

students should be used when teaching advanced vocabulary. Although all the effective

vocabulary developing strategies described in this review, it is the narrative input chart that may

best address, not only the organism descriptions and classification, but the big picture that is the

complex food web of the Long Island Sound ecosystem. Instead of students learning each new

word (organism and its classification) in and of itself as a single vocabulary word, the narrative

input chart is used as a vivid graphic illustration that relates the predator/prey interactions

between all the organisms in the ecosystem. The narrative input chart is interactive, and

encompassing of the content standards and skills the lesson aims to address.

Conclusion

It is concluded that implementing the best vocabulary instruction strategies will result in

improved reading comprehension and thus an increase in skills needed for entry level college

coursework. It was learned that schools are not effectively teaching vocabulary and that has

resulted in 51% of high school graduates being adequately prepared for college level reading

(ACT, Inc. 2006). Many researchers are studying how to engage students by being enthusiastic

about vocabulary and the importance of instilling a love of words in all students in all grades. It

was also learned that strategies used for L2, low level readers, and students from disadvantaged

homes can be effective in teaching all students. The effective strategies mentioned in the

literature are direct, interactive, hands-on, and fun. By receiving direct and interactive instruction

students will be able to fully participate in and demonstrate mastery of academic vocabulary.

Through multiple word exposure, reading, and word structure instruction students will further

improve their reading comprehension. It is through the ongoing research and action that all,

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including disadvantaged, and minority, students in the United States will be better able to

achieve success in college.

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References

ACT, Inc. (2006). Reading between the lines: What the ACT tells us about college readiness in

reading. (2006). Retrieved from

http://www.act.org/research/policymakers/pdf/reading_report.pdf

Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently

asked questions and extended examples. New York, NY: Guilford Press.

Fry, E.B., & Kress, J.E., (2006). The reading teacher’s book of lists (5 th

Ed.). San Francisco, CA:

Jossey-Bass.

G.L.A.D. Resource Book, (n.d.). Retrieved from

http://www.lausd.net/Main_EL/pdf/Glad_Resource_Book.pdf

Harmon, J. M., Hendrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in

the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21,

261–280. DOI: 10.1080/10573560590949377.

National Governors Association Center for Best Practices, Council of Chief State School

Officers (2010). Common core state standards for English language arts & literacy in

history/social studies, science, and technical subjects. Washington, D.C.

Rozzelle, J., & Scearce, C. (2009). Power tools for adolescent literacy. Bloomington, IN:

Solution Tree Press.

Zimmerman, C.B. (1997). Does reading and interactive vocabulary instruction make a

difference? An empirical study. Tesol Quarterly, 31(1)(1), 121-140. DOI:

10.2307/3587978.