What the Research Shows: Vocabulary’s Impact on Achievement
Research on vocabulary’s impact on academic achievement has been proven time and again, and we here at Flocab understand the gravity of vocab acquisition as it relates to cross-curricular literacy. Disadvantaged students, especially, need to practice vocabulary development early on. We’ve compiled key findings from recent and notable studies that contextualizes this immense need, and how we can help.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”How Does Vocabulary Relate to Achievement?” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]Research shows the importance vocabulary has on overall reading comprehension. Yes, we know, you’re probably thinking:
But hear us out!
A strong vocabulary is crucial when it comes to building background knowledge while learning a new skill or subject. And when students have a strong prior knowledge, they are more likely to remain interested and retain new information than those who have less prior knowledge.
Unsurprisingly (and unfortunately), students who have inadequate vocabulary or background knowledge struggle to grasp new concepts.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”Early Differences with Vocabulary ” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]Exposure to vocabulary and subsequent acquisition of words varies tremendously by social class. Children in lower socioeconomic classes experience anywhere from 43% to 72% fewer words than children in families with a professional background. These significant differences in language skill begin as early as 18 months in a child’s life.
As recently as 2015, Stanford researchers found that children with larger vocabularies displayed greater reading and mathematics achievement upon entering kindergarten. Ultimately, the size of a child’s vocabulary prepares them for greater academic achievement. One study found that “children with larger vocabularies displayed greater reading and mathematics achievement at entry to kindergarten” than those with smaller vocabularies (p. 4).[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”Accumulated Experience with Words, by Social Status” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]According to the Hart and Risley report, The 30 Million Word Gap, children of different socioeconomic status have starkly different experiences with the numbers of words they are exposed to during childhood. Here’s a breakdown:[/vc_column_text][vc_row_inner][vc_column_inner width=”1/3″][vcex_milestone css_animation=”appear” speed=”1500″ caption=”million words” caption_color=”#f65412″ number_color=”#f65412″ number_size=”90px” caption_size=”24px”][vc_column_text]
High-Income Families
[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/3″][vcex_milestone css_animation=”appear” speed=”2000″ number=”26″ caption=”million words” caption_color=”#f48458″ number_color=”#f48458″ number_size=”90px” caption_size=”24px”][vc_column_text]Working Class Families
[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/3″][vcex_milestone css_animation=”appear” speed=”3500″ number=”13″ caption=”million words” caption_color=”#bababa” number_color=”#bababa” number_size=”90px” caption_size=”24px”][vc_column_text]Lower-Income Families
[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”Working to Narrow Achievement Gaps” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]The most suggested practice, referencing a study prepared by the Johns Hopkins School of Education, is to practice teaching vocabulary across the curriculum—which does not come without its challenges. (Science, for example, has many terms that have multiple meanings.) Many textbooks are often focused on reading level rather than engaging the student.As we say at Flocabulary, it starts with engagement and leads to literacy. The study validated our motto, saying, “Deep processing of a word’s meaning happens best when students are actively engaged in learning” (NRP/NICHH, 2000; Monroe, & Orme, 2002).
The literature review also found that video clips are a valuable medium for reinforcing content area instruction for both special education and non-special education students alike. A 2006 study in the journal Exceptional Children found that students who watched 2-3 minute videos that bolster content area instruction “scored statistically significantly higher in both written and oral examinations.”[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”How Flocabulary Impacts Literacy” color=”#f65412″][vc_column_text]In an independent study from the Educational Research Institute of America, researchers found that Flocabulary is proven to raise scores on state reading tests. The chart below shows what percentage of Pennsylvania students using Flocabulary’s WordUp! program scored above 1500 on their state reading test compared to those who did not.[/vc_column_text][vcex_spacing size=”10px”][vc_line_chart x_values=”Student Performance” values=”%5B%7B%22title%22%3A%22Did%20Not%20Use%22%2C%22y_values%22%3A%2246%22%2C%22color%22%3A%22grey%22%7D%2C%7B%22title%22%3A%22Did%20Use%22%2C%22y_values%22%3A%2277%22%2C%22color%22%3A%22green%22%2C%22custom_color%22%3A%22%23f79468%22%7D%5D” animation=”easeinQuad” title=”Student Achievement on State Tests”][vcex_spacing size=”10px”][vcex_button url=”https://www.flocabulary.com/results-achievement/” title=”Learn More About Our Research Studies” target=”blank” style=”flat” align=”center” custom_background=”#f65412″ custom_hover_background=”#55a003″ icon_left=”fa fa-external-link”]Learn More About Our Research Studies[/vcex_button][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”Flocabulary is Here to Help” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]Flocabulary provides flexible tools and engaging videos that support direct instruction from the front of classroom, in groups or independently. Our award-winning vocabulary resources span across all subject areas and grade levels. We proudly partner with many Title I and Title III schools throughout the nation to address the aforementioned learning gaps and boost achievement.
Here’s what some Title I educators have to say about Flocabulary:[/vc_column_text][vcex_spacing size=”10px”][vcex_testimonials_grid grid_style=”masonry” columns=”2″ include_categories=”408″][vcex_spacing size=”10px”][vc_column_text]It’s the beginning of a new academic year, and it’s the prime time to for us to lend you a helping hand. Try us for free with a 30-day trial, and don’t forget to let us know how it works for you and your students. Happy Flocabbing![/vc_column_text][vcex_spacing size=”20px”][vc_cta h2=”Boost Vocabulary Instruction, Boost Achievement.” txt_align=”center” style=”custom” add_button=”bottom” btn_title=”Try It Now” btn_style=”custom” btn_custom_background=”#ffffff” btn_custom_text=”#55a003″ btn_align=”center” btn_i_icon_fontawesome=”fa fa-share” css_animation=”bottom-to-top” custom_background=”#6c4b84″ custom_text=”#eeeeee” btn_link=”url:https%3A%2F%2Fwww.flocabulary.com%2Ftrial%2Fschool%2F|title:Try%20It%20Now|target:%20_blank|” btn_add_icon=”true” btn_custom_onclick=”true”]Explore our WordUp! vocab program for free.[/vc_cta][/vc_column][/vc_row][vc_row][vc_column][vcex_heading text=”Additional Reading” color=”#f65412″][vcex_spacing size=”10px”][vc_column_text]Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Beck, I. L., & McKeown, M. G. (1991). Research directions: Social studies texts are hard to understand: Mediating some of the difficulties. Language Arts, 68(6), 482-490.
Beck, I. L., & McKeown, M. G.,(2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10–20.
Beck, I. L., McKeown, M. G., & Gromoll, E. W. (1989). Learning from social studies texts. Cognition and instruction, 6(2), 99-158.
Beck, I., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary development. New York: Guilford.
Fernald, A., Marchman, V. A., Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234-248. doi:10.1111/desc.12019[/vc_column_text][/vc_column][/vc_row]