ABSTRACT
Arming students with strategies to !gure out unknown words independently is imperative. Direct instruction on vocabulary terms by an expert teacher yields a student about 350 new vocabulary words in an academic year; however, students need to learn between 3,000 and 5,000 new words every year to move a grade level in terms of reading progression (Baumann, Edwards, Boland, Olejnik, & Kame’enui, 2003). Helping students recognize which strategy to use to !gure out these words helps students reach the critical mass of words needed to be an expert reader.
