The more that they read the more things they will know: becoming word conscious

Article

Peel, Karen L.. 2016. "The more that they read the more things they will know: becoming word conscious." Literacy Learning: The Middle Years. 24 (2), pp. 34-42.
Article Title

The more that they read the more things they will know: becoming word conscious

ERA Journal ID20334
Article CategoryArticle
Authors
AuthorPeel, Karen L.
Journal TitleLiteracy Learning: The Middle Years
Journal Citation24 (2), pp. 34-42
Number of Pages9
Year2016
Place of PublicationAdelaide, Australia
ISSN1320-5692
Abstract

The gap between students who are proficient readers and those who are not at an age appropriate reading level widens in the primary to secondary schooling transition years. This is therefore an issue for teachers, who play a critical role in fostering students’ literacy capabilities for life learning. This article acknowledges that young adolescent students prosper as readers when they develop the vocabulary to support their reading comprehension and fluency. When students experience enjoyable word challenges and are explicitly taught word conscious strategies in topic-based learning environments, the vocabulary learning cycle is activated.

Keywordsliteracy; word conscious; word vocabulary; wild topics; enjoy reading
ANZSRC Field of Research 2020390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
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Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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