Page 38 - The East Sussex Way

A note on reading and vocabulary

Harnessing pupil’s reading is fundamental in providing a route to
independent vocabulary learning. Often, the pupils in greatest need
of language development are the ones who do not engage in wide

or personal reading, in particular, literature which includes unfamiliar
vocabulary. In this context, developing a school environment which
promotes wider reading for all is imperative. Opportunities and
expectations for reading at a level which will challenge pupils need
to be high (Myatt, 2018).

However, pupils may develop key strategies for deciphering the
meaning of new words they encounter in reading, but are not likely
to learn the full meaning of these words unless they have multiple

encounters with them (Beck, McKeown, & Kucan, 2002). Assuming
pupils absorb unfamiliar vocabulary by osmosis when reading is
foolish. Instead, these words need to be explored in different contexts
to enable pupils to fully understand them and be able to use them
accurately and independently.

Contextual vocabulary is more likely to be understood and
embedded into pupil’s learning. As such, a high quality class text is
a strong starting point for explicit teaching of new vocabulary. This
will provide a meaningful context that learning can be ‘hung on’,
and support integration of new knowledge as different meanings,

connotations and situations are explored. Reading aloud – by
teachers and pupils – should be a regular feature of classroom
practice.

However, if we are to harbour a love for literature and reading
for pleasure, it is important that teachers balance the beneÞ ts of
reading at pace for enjoyment with the interruptions necessary to
discuss language. Timing is also important, to ensure engagement
with the text is not negatively affected, but that pupils are still able to

remember the word and how it was used in the text.
Careful consideration must be given so that interruptions are
worthwhile and not too frequent. Which words are pupils more likely
to meet again in different contexts? Which words will have a wider
impact on knowledge acquisition or help pupils make cross-curricular
links?

Moving forward together

There is no doubt that a smooth transition across Year 6 and 7,
characterised by consistent high expectations and challenge, is

33 most likely to support strong vocabulary development. However,