How to Improve Your Vocabulary and Fluency for Better Synthesis

Theories Supporting Vocabulary, Background Knowledge and Fluency 

The Cognitive View 

The cognitive view is also known as the top-down model if reading. This theory of reading mainly focusses on what the readers of a specific text bring to the reading process in contrast to the knowledge that they possess of the world thus helping them in making sense of what has been written knowledge (Cain, Comptoon & Parilla, 2017). The main focus of this reading theory is on the way the readers are interacting with the text. Theorists suggest that the brain and the reader are always at the center of both succeeding and understanding of a particular text that is being read knowledge (Cain, Comptoon & Parilla, 2017). The cognitive reading view also argues that readers hold the main responsibility of bringing an understanding to the text other than the text bringing an understanding to the reader. The main idea of this theory is that the experiences of the reader are held responsible for helping the reader read, decode as well as make sense of what is already in the text knowledge (Cain, Comptoon & Parilla, 2017).

Schema Theory 

The schema theory is used to describe how information is mentally represented in the brain and used (Cain, Comptoon & Parilla, 2017). The underlying assumption of this theory is that the meaning does not lie exclusively in the text itself but through the interaction of the cognitive structure hereby described as schemata that are already present in the reader's mind (Cain, Compton & Parilla, 2017). Schema can be described as an abstract structure of. According to Cain, Compton and Parilla (2017), schemata is a representation of the generic concepts that are stored in the brain. It is not up to the reader of text to remember a particular event that is stored in its totality as well as its basic components but by recognizing some aspects of the event that related to other concepts that have already been stored in the brain (Cain, Comptoon & Parilla, 2017). According to the schema theory, individuals are able to make connections between the information that is already known to what is already in the text (Cain, Comptoon & Parilla, 2017).

Research Supporting Vocabulary, Background Knowledge, and Fluency 

Instructional Practices 

Direct instructions are an essential part of learning content elements of the reading process (Gambrell & Morrow, 2014). The direct model of instruction is always part of a teacher’s reserve of teaching methods. This method of teaching is used to impart new information to the students through the teacher’s guidance on student learning as well as meaningful teacher-student interactions (Gambrell & Morrow, 2014). Studies on effective teaching have shown that teachers explicitly and directly teach students what they need to know (Gambrell & Morrow, 2014). Explicit teaching has proved to be efficacious in both teaching and learning the key components of the reading process – vocabulary, fluency, comprehension, and phonics.

Materials 

In order to have a successful classroom, every teacher needs teaching materials. Teaching materials are described as the resources that a teacher uses for the purposes of delivering instructions (Gambrell & Morrow, 2014). These materials play a very vital role in making knowledge readily accessible to learners and also encouraging students to engage with knowledge in a variety of ways. Journals articles and textbooks plan an essential role in the delivery of knowledge in P-12 schools (Gambrell & Morrow, 2014). For students that are faced with print disabilities or visual impairments are presented with electronic versions of the reading materials ((Gambrell & Morrow, 2014). These materials are important in that they are useful in introducing new concepts and knowledge to students (Gambrell & Morrow, 2014). There are also teacher-made resources that can be used as instructional materials on the passing of knowledge to students. These may include anything created by the teacher such as quizzes, handouts, projects, and worksheets (Gambrell & Morrow, 2014). Many at times, these materials are normally used in the classroom for assessment, which helps in determining the level of learning as well as the knowledge gained on any given topic (Gambrell & Morrow, 2014).

Research Supporting English Language Learners and Special Needs Student 

Supporting Vocabulary, Background Knowledge and Fluency 

Fluent reading is often assumed to facilitate reading knowledge hence freeing the reader's cognitive resources to focus on the meaning. Many of the students with learning disabilities always struggle to develop reading fluency which hinders reading comprehension (Handsfield, 2015). When word cognition becomes labored and slow, the cognitive load is many at a time at the expense of comprehending text. Students with learning disabilities have the tendency of struggling so as to develop reading fluency (Handsfield, 2015). At this stage, reading becomes a very frustrating experience which often leads to the aversion of the assigned reading tasks. Research has shown that students with learning difficulties may spend less time reading than students who are proficient (Handsfield, 2015). When students with learning disabilities spend less time interacting with text, this affects adversely their comprehension development and vocabulary acquisition which contributes further to their achievement gap. Therefore, it is imperative to identify fluency interventions that are important for effective reading instructions for students who are faced with reading difficulties (Handsfield, 2015).

Research Supporting Professional Qualifications for Teachers 

Supporting Vocabulary, Background Knowledge and Fluency 

Research has shown that there is a need for a clear relationship to be defined between the teachers’ subject knowledge in literacy and the effectiveness in teaching literacy ((Gambrell & Morrow, 2014). Teaching vocabulary, fluency and background knowledge is far much more multifaceted than it might seem to appear. There is a need for teachers to develop their knowledge across a range of topics and fields such as language and literature as well as the understanding the content of the relevant academic standards (Gambrell & Morrow, 2014). According to the National Literacy Panel for Language Minority Children and Youth, it is important for teachers to:

Understand the intricacies of the reading process (Gambrell & Morrow, 2014).

Build explicit instructions in the development of oral proficiency and vocabulary (Gambrell & Morrow, 2014).

Understand the way reading and language interrelate and how these skills are transferred to children as well (Gambrell & Morrow, 2014).

Conclusion 

In conclusion the knowledge that teachers possess in regards to vocabulary, fluency and background in knowledge is important is molding both proficient students as well as those with disabilities. There is more however that needs to be done so that students with learning disabilities can be well-trained and knowledgeable in the areas of vocabulary, fluency and background knowledge. Furthermore, successful student in fluency and vocabulary need a combination of foundational skills that will help them continue to progress in all their academic subjects. Vocabulary, fluency and background knowledge comprises of both listening and speaking as well as reading and writing. Speaking and listening is more expansive when compared to reading and writing but both are inseparably linked to the mind of the learner.

References

Cain, K., Compton, D., & Parilla, R. (2017). Theories of Reading Development . Amsterdam: John Benjamins Publishing Company.

Gambrell, L., & Morrow, L. (2014). Best practices in literacy instruction. New York: The Guilford Press.

Handsfiled, L. (2015). Literacy Theory as Practice: Connecting Theory and Instruction in K 12-Classrooms . New York: Teachers College Press.