Moving Past Word Limits With Ultimate Vocabulary
Most researchers have noted there is a need to alter the way in which teaching vocabulary is approached. Researchers are now finding that, through the wrong instruction, are also difficulties in applying words to everyday situations, such as with communication, listening and reading. Software tools and outside resources are used to offer more opportunities for reading and application. One of the known tools that is moving toward the center of vocabulary learning is “Ultimate Vocabulary.” Understanding the applications of this software system and how it enhances a student’s learning, is the beginning to better vocabulary building.
Most have noted that, in the research available for better learning and application of vocabulary words, are limitations based on a microscopic view of what should be learned. The basis of this is that there are only small sets of words taught in the classroom. These are further limited by the instruction used within the school systems, specifically which has a central focus on memorization of definitions of words, rather then comprehension and application. The concept that has to be changed is to give a ‘global’ perspective to vocabulary learning where more words are learned, understood and applied in both reading and conversation9.
It is this particular viewpoint that “Ultimate Vocabulary” focuses on first. The software program begins with a definition that includes unlimited amounts of vocabulary words. Within each of these words are links to using the words in different context, seeing how they are used through reading and comprehension and builders that help to discover even more of the word. More then this, reinforcement and repetition are used to assist children in learning vocabulary through flash cards, tests, quizzes and alternative activities. This offers a well-rounded approach that has unlimited possibilities in learning language, offering a different view from what is currently offered in instruction in the classroom.
The major components that work together with this set up are known to help children to develop expansive knowledge on various words, as well as a depth of understanding for the words. This is often referred to as a balanced approach to learning language. The first level of this is combining the known, such as repetition and noticed tools, with new areas for discovery. The second level includes practice, application and discussion of the understanding of words, such as through the discovery areas, tests and activities. This helps to reinforce the words while having the ability to comprehend the words at a level where the words can be used in reading or everyday conversation. The result is known as ‘active processing,’ which allows students to continuously reach new levels of understanding with the words used0.
With the concepts applied, is the ability to use “Ultimate Vocabulary” to work into the breadth of knowledge combined with understanding and applying words. The different activities allow students to understand vocabulary at various levels, with unlimited opportunities for learning what is needed. Using this as a supplement to everyday learning is a simple way to help children develop better skills in vocabulary, while providing them with opportunities for understanding vocabulary in an unlimited way.
9 McKeown, Margaret, Marty Curtis. (1987). “The Nature of Vocabulary Acquisition.” Lawrence Elbraum Associates.
0 Nichols, William Dee, Rupley, William. (2004). Matching Instructional Design with Vocabulary. Reading Horizons (45), (1).
