Document Type
Article
Publication Date
2024
Abstract
Strong academic vocabulary is necessary for students’ success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students’ long-term school success. Based on the premise that teachers who understand the theoretical foundations guiding their practice are better equipped to adapt strategies to meet the needs of their students, other researchers have attempted to identify theories underlying vocabulary instruction. Because teachers require the support of researchers who combine best practices in instruction with the theoretical frameworks on which they are based, we combined approaches implemented in three systematic reviews with an exploration of a variety of characteristics of vocabulary research studies. This scoping systematic literature review provides a snapshot of research specifically exploring vocabulary development and instruction. Articles included in nine highly respected literacy journals from 2017 to 2021 revealed a sudden increase in the number of vocabulary focused research studies published, doubling and tripling in 2020 and 2021. This may signal shifting paradigms in vocabulary research as multiple components including variety in vocabulary studies, identification of educational theories underlying vocabulary instruction, and alignment of vocabulary studies with best practices revealed both persistent gaps and progress toward exploration of more comprehensive vocabulary development programs.
Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Reading Psychology on 2024, available online: https://doi.org/10.1080/02702711.2023.2253249
Publication Information
Kast Black, Cherrynn and Wright, Katherine Landau. (2024). "What’s Up with Words?: A Systematic Review of Designs, Strategies, and Theories Underlying Vocabulary Research". Reading Psychology, 45(1), 78-103. https://doi.org/10.1080/02702711.2023.2253249
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