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How to Teach 1000 VocabularyWords Using the InternetJoAnn Yaworski & Nabil IbrahimPublished online: 08 Jul 2014.
To cite this article: JoAnn Yaworski & Nabil Ibrahim (2001) How to Teach 1000Vocabulary Words Using the Internet, Journal of College Reading and Learning, 31:2,133-142, DOI: 10.1080/10790195.2001.10850110
To link to this article: http://dx.doi.org/10.1080/10790195.2001.10850110
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JoAnn Yaworski,Nabil IbrahimHow to 'Thach1000 VocabularyWords Using theInternet
How can you teach 1000 vocabulary words to developmental college reading students in one semester? A vocabulary project is described that provided students an incentive for studying an electronic 1000 word vocabulary list. Through the use ofa word processor and the internet, studentscreated and distributed word lists to the class and provided and administered quizzes for their word lists. Students who participated in the 1000word project scored significantly higher on the Nelson-Denny Reading Testthan students who studied vocabulary using traditional textbooks.
I t is commonly known among readingprofessionals that vocabulary knowledge increases reading comprehension (Anderson & Freebody, 1981; Bauman & Kameenui, 1991; Beck &McKeown, 1991; Mezynski, 1983) and is, therefore, a desirable outcomeof reading instruction. Although it is understood that vocabulary instruction should be a part of reading instruction, questions arise as towhich teaching methods are the best. In order to conceptualize theanswer to this question, let us examine what is true about vocabulary
JoAnn Yaworski is an Assistant Professor in the Department of Literacy at WestChester University, West Chester, PA 19383, E-mail: [email protected]. Sheteaches Developmental Reading and Study Skills as well as graduate andundergraduate courses in Reading Education. She also is content provider for manyweb-sitecompanions to college-level readingand study skills textbooks. Nabillbrahimis a Grover C. Maxwell Professor of Business Administration, College ofBusinessAdministration, Augusta State University, Augusta, GA 30909, E-mail:[email protected].
1000 Vocabulary Words 133
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134 Journal of College Reading and Learning, 31 (2), Spring 2001
instruction. According to Beck & McKeown (1991): (1) All methods arebetter than none; (2) no method has been consistently superior; (3) avariety of techniques creates an advantage; and (4) repeated exposurescreate an advantage. In addition to this, vocabulary instruction improvescomprehension when students are given sufficient practice and breadthof information about the words and when activities are used that encourage active processing of information.
Although there has been recent curiosity about computer-based instruction, not enough research has been done in the area of collegelevel vocabulary to determine its effectiveness as a method and/ormode of instruction. Much of the research that has recently been citedas evidence for or against computer-based instruction has been written before 1995 (Kulik & Kulik, 1991; Moore, 1993; Reinking & BridwellBowles, 1991; Wepner, Freeley, & Wilde, 1989). Even literature reviewsthat have been published since 1995 rely heavily on information thatwas gathered in the 80's and early 90's. For example, of the 36 studiesmentioned in Kuehner's (1999) review, only one has been publishedsince 1995.
Although this may seem fairly recent, one must consider that before1995 most, if not all, computerized instructional materials were limited to DOS-based programs and the majority of the population did notuse the intemet. In contrast, the turn of the century has seen an explosion of high caliber electronic materials in the field of reading such ason-line web-sites and Windows-based floppy disks (See Appendix 2).New to publishing are CD-ROMs and on-line companions that accompany reading textbooks (Yaworski, 2000a, Yaworski, 2000b, Yaworski,200la, Yaworski, 200lb, Yaworski, 2001c). Also new to education areintranet web-enhancement software programs and very little researchhas been done on the effects of web-based and/or web-enhanced reading courses. Researchers need to become familiar with new developments in electronic materials and numerous experiments using themneed to be devised and implemented before conclusions can be drawnas to the effectiveness of modern computer-based instruction.
Since no method has been shown to be consistently superior andcomprehension improves when active processing of information isencouraged, a project was developed that increased student participation in the learning process while using an electronic mode of instructional delivery. This study describes how the direct instruction of vocabulary words via the computer actually increased motivation andcreated an advantage for students who failed to pass a standardizedexam. The idea for using a lOOO-word list posted on the internet camein response to students' feelings of defeat upon failure to pass the Nel-
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1000 Vocabulary Words 135
son-Denny Reading Test after one semester of traditional instructionin a remedial college reading class.
MethodParticipantsThe participants were 24 students from a remedial reading class inwhich text-based materials were used for vocabulary instruction and19 students from a similar class in which computer-based vocabularyinstruction was given. In both classes, 80% of the students were African-American and 20% were of European descent. Approximately 80%of the students in both classes were female and all but one were between the ages of 18-30. All participants were local residents of thesouthern city in which the university was located. For lack of a community college in this location, the university played the role of bothuniversity and community college. Therefore, students who failed theentrance requirements in reading were required to take remedial reading courses and were limited to college credit courses that requiredlittle or no reading. All students in both classes were repeating thelower level reading course the spring semester after having failed itduring the fall semester. The class constituted a mix of students fromdifferent sections of the fall semester reading classes and none hadbeen taught previously in a computer lab. The following variables wereconsistent for both classes: (l) instructor, (2) time of year, (3) time ofday, (4) method of instruction and (5) access to the same vocabularytextbook.
Description of the ProjectThe teaching method used for both classes was the direct instructionof vocabulary through definition/dictionary. The control group used atextbook that presented the words, definitions, and a series of practiceexercises (Smith, 1997). Although the experimental group had accessto this same book and were told to use it as a reference if additionalexamples of word usage were needed, their focus was directed to the1000-word list posted on the internet. The mode of delivery of instruction was changed in three ways: (1) the students took responsibility forthe creation and organization of instructional materials; (2) the students took responsibility for the evaluation of learning; and (3) thematerials were created by using an electronic word list, an electronicdictionary, and a word processor (See Appendix 1).
'TWo class periods were spent teaching the students how to use acomputer. More specifically, students were taught (l) how to use aword processor, (2) how to access the 1000-word list from the internet,
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136 Journal of CollegeReading and Learning, 31 (2), Spring 2001
(3) how to access Webster's Electronic Dictionary, and (4) how to toggle between applications on the computer. Then, the list was dividedequally among the students in the class. In this case, each student wasassigned approximately 53 words. Each student copied and pasted theirwords from the vocabulary list posted on the internet. Then, using theelectronic dictionary, students chose the most common definition foreach word and pasted that definition next to the word. The instructormonitored their choices and edited their lists when there was a need.The students were responsible for photocopying and distributing theirword lists to the class.
Next, the students created a quiz using the words from their list.Students were instructed to create a quiz based on one or more of thefollowing formats: multiple choice, true-false, matching, fill-in-the-blank,and analogy. Not surprising, after 12 years of schooling and testing,the students were very familiar with the components of exams andwere able to produce quizzes with matching keys in an expert-likemanner. They also exhibited a sense of pride in their work. One student was appointed the task of creating a time schedule for the distribution of the word lists and for the administration of the quizzes andthe syllabus was reorganized to reflect this schedule. All word lists andquizzes were placed on floppy disks to be edited and corrected by theresearcher before their distribution.
At the end of the semester, both groups were given the vocabularyand comprehension sections of the Nelson-Denny Reading Test, FormF (Brown, Bennett, & Hanna, 1980).
Findings & DiscussionThe analysis of the data was conducted as follows. A one-way analysisof variance (ANOVA) was performed to explore differences in scoresbetween the groups. The two groups constituted two levels of the independent variable while the test scores were the dependent variable.The results, depicted in Table I, show statistically significant differences between the two groups of students (F
J39 = 4.969, P = 0.0316).
Specifically, as depicted in Thble 2, the mean score for the experimental group was 88.76, with a standard deviation of 9.46.
Contrary to the findings of Peterson, Burke, and Segura (1999) inwhich no advantage was discovered by using computer-assisted instruction, students in this study who were involved in the 1000-word projectscored higher on the Nelson-Denny Reading Test (combined scores)than the students who were instructed through text-based means. Inaddition, follow up interviews were conducted to determine the impact of computer-based instruction on the students' motivation and
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1000 Vocabulary Words 137
attitude. The overwhelming majority mentioned the internet vocabulary project as being the most helpful instrument in increasing theirreading skills.
Thble 1Analysis of Variance Results
Degrees of SignificanceSource of Variation Sum ofSquares Freedom Mean Square F-ratio Level
Between GroupsWithin GroupsThtal
444.229834486.8922
3931.1220
1
3940
444.2297989.40749
4.969 0.0316
Table 2Comparison of the ThJo Groups
Group N Mean Standard Deviation Standard Error
ComputerTextbook
1724
88.7682.08
9.079.46
2.201.93
Professor: Which materials and exercises do you think helped youthe most?Student 1: 1000 useful wordsStudent 2: Making up the definitions and the testsStudent 3: Doing the vocabularybecause your interpretation ofwhatyou read has a lot to do with knowing what the words mean.Student 4: Vocabulary and some textbook assignmentsStudent 5: Vocabulary quizzesProfessor: What could be done to improve this course?Student 3: More [computer] lab projectsStudent 6: Labs! More computer labs.
Limitations and ImplicationsNeither incidental learning ofvocabulary words from magazines, books,television, and conversation nor reading experiences that took placeoutside of class such as magazines, textbooks, or literary works couldnot be controlled for and should be noted as possible causes for increases in vocabulary and/or comprehension skills.
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138 Tournai of College Reading and Learning, 31 (2), Spring 2001
ReferencesAnderson, R.C. & Freebody, P. (1981). Vocabulary knowledge, In J.T. Guthrie, (Ed.),
Comprehension and Teaching, (pp. 77-Il7). Newark, DE: International Reading Associa
tion.
Bauman, J.F. & Kameenui, E.J. (1991). Research on vocabulary instruction: Ode to
voltaire. In J. Flood, (Ed.), Handbook of research on teaching the English language Arts,
New York: Macmillan, 604-631.
Beck, 1. & McKeown, M. (1991). Conditions of vocabulary acquisition. In PD. Pearson
(Ed.), Handbook of Reading Research, Vol. 2, pp. 789-814, New York: Longman.
Brown, J.E, Bennet, J.M. & Haanna, G.S. (1980). The Nelson-Denny Reading Test (Form
F), Chicago, IL, Riverside.
Kuehner, A.V. (1999). The effects of computer instruction on college students read
ing skills. The Journal of Reading & Learning, 29, (2), 149-165.
KUlik, C.L. & Kulik, J.A. (1991). Effectiveness of computer-based instruction: An up
dated analysis. Computers in Human Behavior, 7 (1),75-94.
Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of vo
cabulary training in reading comprehension. Review ofEducational Research, 53, 2, 253
279.
Moore, A. (1993). Computer assisted instruction (ILS) for adults. (ERIC Document Re
production No. ED 377897).
Peterson, C.L., Burke, M.K., & Segura, D. (1999). Computer-based practice for devel
opmental reading: medium and message. Journal of Developmental Education, 22, (3),
12-14.
Reinking, D., & Bridwell-Bowles, L. (1991). Computers in reading and writing. In R.
Barr, M.L. Kamil, P. Mosenthal, & PD. Pearson (eds.), Handbook ofReading Research (pp.
310-340). New York: Longman
Smith, R.K. (1997). Building vocabulary for college (4 th Ed.).Houghton Mifflin, Boston.
Wepner, S.B., Freeley, J.T., & Wilde, S. (1989). Using computers in college reading
courses? Journal of Developmental Education, 13(1), 6-8.
Yaworski, J. (1999-2000a). Website companion for Bridging the Gap, (6th, ed.), Addison,
Wesley, & Longman, N.¥.
Yaworski, J. (1999-2000b). Website companion for Guide to College Reading (5th, ed.),
Addison, Wesley, & Longman, N.¥.
Yaworski, J. (2001a). Website companion for CollegeReading and Study Skills (8th ed.)
and Academic Reading (4th ed.), Addison, Wesley, & Longman, N.¥.
Yaworski, J. (200Ib) Website companion for The Reader's Handbook(lst ed.) and The
Lifelong Reader (1st ed.), Addison, Wesley, & Longman, N.¥.
Yaworski, J. (2001 c) Website companion for Joining a Community of Readers (2nd ed.),
Addison, Wesley, & Longman, N.Y.
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Appendix 1Directions for Creating the Word Lists
Toggling between a word processor and the intemet
At the desktop
(1) Double click on the word perfect icon (Corel WPWIN8)
Minimize it by clicking on the minus sign (-) at the very top of the upper right
hand corner
(2) 1b open the word list
Double click on Netscape Communicator (icon that looks like a lighthouse) or
http://www.augedu
Academic Life
Academic Departments
Languages, Literature, and Communications
Programs
Freshman English
Learning Materials
1000 Useful Words
Minimize (minus sign at top right)
139
Or to open the hypertext 1000 wordlist http.//wwwaug.edu/ Nstu10190/1000words/
index.html
Back at the Desktop
1b open the electronic dictionary
(3) Double click on Netscape Navigator again (icon that looks like a wheel) or
Netscape Communicator (icon that looks like a lighthouse)
Look at the third bar down from the top where it reads "Location")
http://wwwaug.edu
Double click in the box
Click once behind the "u" in "edu" and erase the "aug.edu"
Type in "m-w.com" so that it looks like this:
http://wwwm-wcom
Minimize (minus sign at top right)
Look at the bottom of the screen
(4) Maximize all three frames (a) WordPerfect (b) Freshman English (c) Welcome to
Merriam-Web by clicking once on each of the rectangle boxes at the very bottom of the
screen (next to start)
bart Ilcorel WordPerfect IIFreshman English at Augu Ilelcome to Merriam-Web I
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140 Journal of College Reading and Learning, 31 (2), Spring 2001
Now you are ready to copy and paste
Click on "1000 Useful Words" and highlight the 50 words that you have been assigned
to look up
Click once at the beginning of the 1" word and drag the cursor to the end of the
last word
Let go of the mouse (the words should all be highlighted)
Go to the top left corner and click on "Edit"
Drag down to "Copy" and let go of the mouse
Click at bottom on "WordPerfect"
Go to the top left corner and click on
"Edit"
Click on the white page where
you wish to type
Go to the top left corner
and click on "Paste"
Look up each word in the electronic dictionary
Click on "Welcome to Merriam-Web..." at bottom of screen
'TYpe the first word in the search box
WWWebster: Search
Click on 'Search"
The word and definition will appear
Copy the definition
Go to WordPerfect
Paste the definition after the word
Repeat for the remaining words
Underline each vocab word
For underline, bold, or italics
Highlight the words you would like to emphasize
Go to the third bar from the top
Click on "B" for bold, "I" for italics, or "U" for underline.
Vocabulary words may then be learned through usage, definitions, examples, syno
nyms, antonyms, categorization, classification, exemplification, comparison, physical
relationships (analogy), structural analysis (prefixes/suffIxes, roots), contextual analy
sis, description, or the key word method (mnemonic associations).
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Appendix 2Electronic Materials for Vocabulary Learning
141
Computerized Vocabulary ProgramsAdvancing Vocabulary Skills, Thwnsend, (800) 772-6410, [email protected],
Available: 3.5" floppy disk for Windows NT, 95, 98, http://wwwtownsendpress.com
Advanced Vocabulary Skills, Thwnsend, (800) 772-6410, [email protected],Avail
able: 3.5" floppy disk for Windows NT, 95, 98, http://wwwtownsendpress.com
Building Vocabulary Skills, Thwnsend, (800) 772-6410, [email protected], Avail
able: 3.5" floppy disk for Windows NT, 95, 98, http://wwwtownsendpress.com
Improving Vocabulary Skills, Thwnsend, (800) 772-6410, [email protected],
Available: 3.5" floppy disk for Windows NT, 95, 98, http://www.townsendpress.com
On-Line Vocabulary ProgramsAudio Paideia, Scripps Howard National Spelling Bee, 1999: Audio pronunciation of
each word with brief audio definition.
http://wwwspellingbee.com/audio-paideia.htm
A Word A Day, Anu Garg: A mailing list which sends a vocabulary word and its
definition to the subscribers every day.
http";/www.wordsmith.org/
A Year's Worth of Words: A Pop-up Lexicon, Capital Community Technical Col
lege, Hartford, CT: 'TWenty-five quizzes with 365 SAT/GRE level words, definitions, and
sample sentences.
http://webster:commnet.edu/hp/pages/darling/grammar/vocabulary.htm
Constructing Meaning Through Reading, Jefferson Community College: On
line reading and study skills lessons and hypertext materials.
http://wwwgeocities.com/CapeCanaveral/7420/
Context Clues, Mary M. Duplantis, Curriculum Writer. Instructor Human Resources,
University of Southwestern Louisiana 1993: Activities with answer keys for learning
how to use context clues.
http";/ecepl.usl.edu/ecep/english/q/q.htm
Gift of the Magi etext created by Susan Ritchie Project Gutenberg: O'Henry's
short story with difficult vocabulary words in hypertext connected to Webster's elec
tronic dictionary.
http";/wwwaubum.edu/ N vestmon/Gift_of-the_Magi.html
Merriam-Webster Dictionary On-Iine.e 1999 by Merriam-Webster, Inc.
http.r/rn-ui.com/
Vocabulary GamesCrossword of the Day, QuizMaster Corporation, Copyright 1999, Interactive cross
word puzzle
http";/wwwquizmaster:com/cotd.htm
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142 Journal of College Reading and Learning, 31 (2), Spring 2001
Crossword Puzzles and Word Games, Copyright © 1997,1998,1999 Michael Curl
Internet Publishing: Word games, puzzles, math games, board games such as chess,
backgammon, etc.
http://thinks.com/
JavaScript Word Games, This game features 10 new words every Sunday in the
form of multiple choice
http://netnet. netl N jgaleslgamel .html
Practice Quiz on Vocabulary with Greek and Latin Roots, Glendale College
1999: Latin and Greek root's dictionary with 7 interactive multiple choice quizzes.
http://english.glendale. cc.ca.uslleaming. resources.html
Reading Skills Thtorials, Amparo Fernandez-Perez 1999: Reading Diagnostic 'lest
and Speed Reading Test with tutorial on vocabulary in context.
http://www3.cerritos.edu/reading/tutorials.htm
The Christian Science Monitor Interactive Crossword Puzzle, The Christian Sci
ence Publishing Society, copyright 1999: Interactive crossword puzzle
http.·llwww.csmonitor:comlpuzzlers/crosswordjIcrossword}. shtml
Vocabulary Builder © 1999 by Merriam-Webster, Incorporated: An interactive game
that teaches vocabulary word parts.
http://www.m-w.com/promos/vocab99/vbwarm.htm
World Wide Words, Michael B Quinion, 1996-9 "World Wide Words is devoted to the
English language - its history, quirks, curiosities and evolution."
http://clever netlquinionlwordsl
Word Play, Judy Wolinsky, copyright 1996 - 99, Over 100 websites that feature fun
with words.
http://www.wolinskyweb.com/word.htm
Word Game of the Day (Merriam-Webster): Each day M-W put out a different type
ofinteractive word game including "Definition Demolition." © 1999 by Merriam-Webster,
Incorporated and SilverSun, Incorporated
http://wwwm-wcomlgamel
Word Power (Reader's Digest) 1999: Timed interactive multiple choice vocabulary
quizzes at varying levels of difficulty.
http://wwwreadersdigest.com/wordpowerIDow
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