Elaboration in Vocabulary Instruction

Cindy Riedl
May 19, 2008

Many of the traditional memorization techniques teachers and students use to learn vocabulary do not work because most students, not just those with learning difficulties, rarely remember the meanings of new words beyond the test.

From research, we have learned that new words and concepts must be examined using explanations, descriptions and examples that are already familiar to students. The more ideas and connections found in their background knowledge with which the students can associate the word or concept, the more likely the new word/concept will become a permanent part of memory.

There are a variety of elaboration techniques that teachers can utilize to help students comprehend and remember new words, as well as significant information. Although we have encouraged teachers to teach new terms in the context of the lesson's content knowledge, we still need to emphasize how important it is that they spend time facilitating student discussion that centers on the use of the new word/concept and relating them to broader applications.  Although providing opportunities for students to elaborate about new words requires a significant amount of class time, it is clearly a worthwhile instructional practice.  In order to make this practice work, teachers must reduce the number of words and select only the most critical ones. Then, considerably more time is invested in developing a greater depth of understanding of those words that are really essential for students to know. Teaching fewer words, key concepts or ideas that are critical to the topic of study, creates a foundation upon which a great deal of information will be built on over a long-term basis.

This process requires teachers to demonstrate and model elaboration techniques and to provide immediate feedback to students as they practice. After students become comfortable and successful with this process, it becomes automatic. Once this process becomes more automatic, collaborative pairs provide the feedback the teacher once did, which means the instructional time is shortened and students take on the responsibility of their 'learning'.

The first step requires teaching students how to paraphrase the new word's/concept's definition or description and identify its main idea and specific details that clarify it.  While teaching the new word, it is important for the teacher to make background knowledge connections, while teaching the new word in the context of the lesson. Students must relate the word to something that is already familiar to them.  For example, they can identify how the word is related to previously studied content or they can identify something from their personal life experiences that the word reminds them of.  Also, they can create metaphors or similes for the word.  The most essential part of this process is that students must be able to explain the connection.

Furthermore, comprehension is greatly enhanced when students can identify examples or applications as well as non-examples and non-applications related to the new word's meaning. Think in terms of the Frayer Model.  Having students collaboratively discuss of what the word is not an example, or other concept with which it should not be confused with, causes a greater depth of understanding of the word or concept.

Having students elaborate the meaning of a word in their own words both verbally and in writing is also greatly enhanced when students create a non-linguistic representation or mnemonic picture/story that will help them recall the information stored in their memory for future use and connections. The goal is to create a mental web of relationships and connections that is constantly expanding to allow a greater depth of understanding about what fits together and what doesn't.

Teachers can have students create their own formats, whether a matrix or 4 box arrangement that allows them to record their thoughts about new words as they are introduced, to reflect a written elaboration where they paraphrase the words meaning, an area for personal connections or text connections as well as a space for a non-linguistic or mnemonic representation.  This is one of the most practical ways that students can develop in-depth and thorough understanding of words and concepts. It is a pathway for raising student achievement for all students.