The Common Core State Standards in English language arts emphasize text complexity. Freddy Hiebert (2013) reminds us that in order to successfully comprehend complex texts, readers must be able to understand the words in those texts. This article offers three sets of resources and strategies for integrating technology to develop vocabulary learning as part of reading and language arts instruction.
Vocabulogic
Vocabulogic: Bridging the Verbal Divide by Susan Ebbers is a blog that highlights important linguistic concepts and instructional strategies to support word analysis and vocabulary development (Castek, 2011). Ebbers uses art and cartoons to promote student interest in words. In addition, posts by numerous outstanding guest authors such as P. David Pearson, Timothy Rasinski, and Shane Templeton serve as useful resources for teachers.
E-Books
Interactive e-books provide vocabulary support while engaging readers with a range of digital text features. “Simply stated, e-books have the potential to change the way our students read and consume text because of their interactivity and convenience” (Schugar, Smith, & Schugar, 2013, p. 615). Some high-quality e-books suggested by Schugar and colleagues include Capucilli’s (2012) Meet Biscuit, for beginning readers,and Sierra’s (2010) Wild About Books for more fluent readers.Reliable app sites for information about the latest releases in interactive e-books that build children’s vocabulary skills include Digital Storytime and Smart Apps for Kids, which also features the Vocabulary Builders for iPads series.
eVoc Strategies
Bridget Dalton and Dana Grisham (2011) use two types of eVoc strategies to create interest in words. “An eVoc strategy is an electronic, or technology-based strategy that teacher can use to develop students’ vocabulary learning and interest in words” (Dalton & Grisham, 2011, p. 306). The first instructional strategy focuses on explicit teaching of vocabulary and highlights the use of Wordle and Wordsift to visually represent concepts through word mapping. Both digital tools support word exploration in several different languages.
The second strategy Dalton & Grisham recommend focuses on indirectly teaching vocabulary through wide reading. Excellent online locations that offer practice in reading complex informational texts include the following (Dalton & Grisham, 2011, p. 314):
I hope that this brief review of engaging ideas for expanding vocabulary using digital tools will enhance your students’ vocabulary learning and contribute to their successful reading of complex texts.
References
Castek, J. (2011). Technology and literacy educators at the cutting edge: Expanding
Professional learning communities with blogs. The California Reader, 44(3), 46-49.
Dalton, B., & Grisham, D. (2011). eVoc strategies: 10 ways to use technology to build vocabulary. The Reading Teacher, 64(5), 306-317.
Hiebert, E.H. (2013). Supporting students’ movement up the staircase of text complexity. The Reading Teacher, 66(6), 459-468.
Schugar, H.R., Smith, C., & Schugar, J.T. (2013). Teaching with interactive picture e-books in grades K-6. The Reading Teacher, 66(8), 615-624.
Dr. Marilyn Moore is Professor and Faculty Lead for the Reading Program at National University, La Jolla, California.
This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).