Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading

Abstract

AbstractVocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves vocabulary for learners with speech and language difficulties. Emerging research suggests it may deliver similar results as a classroom strategy for young children. Researchers have questioned whether combined instruction would additionally enhance phonemic awareness and phonic decoding. A teaching intervention with 273 children aged 5–6 in the United Kingdom compared meaning-based instruction, combined instruction and usual classroom instruction (age-matched controls) over 24 weeks with three testing points. A daily vocabulary lesson incorporating evidence-based principles was delivered by classroom teachers. After intervention both instructional groups performed significantly higher than controls on taught vocabulary, and all groups performed equally on phonemic awareness and nonword reading. Delayed post-test results require more cautious interpretation due to the lack of a hierarchical design. Combined instruction resulted in the highest taught vocabulary and phonic reading outcomes; phonemic awareness in the combined condition was significantly higher than controls. Results tentatively suggest that combined instruction is an inclusive approach for whole-class use in early schooling.