Levels or Stages of Word Knowledge JEROME C. BUSH Framing the Issue At the heart of the issue is the question of what it means to “know” a word. As an example, take a very common word such as “blue.” Most people, even beginning second language students, would say that they know this word, and know it well.
The continuum on which we can know a word has long been considered. In 1965, Edgar Dale, author of The Living Word Vocabulary and other books on vocabulary development, described four stages of word knowledge development: No knowledge of the word; we don’t even know it exists; Awareness that such a word exists, but we don’t know what it means
The three levels of Word Knowledge are the unknown, acquainted, and established. The unknown level of word knowledge occurs when the student has no idea of a word’s meaning. For example, gauge, wrench, meager are not a words students may see very often. Acquainted is the next level and it’s when a child understands the basic meaning of a ...
A word knowledge checklist is a good way to preview words and have students rate their knowledge of words as a preview activity. Wesche and Paribakht (1996) developed The Vocabulary Knowledge Scale that provides five levels of word knowledge: I don’t remember having seen this word before.
The receptive component of orthographic knowledge is word recognition: the visual identification of a word by its outline-shape, and an analysis of the letters that it contains. Scientific evidence suggests that the main input into the word recognition process comes from recognising a word’s individual components (Besner and Johnston, 1989).
Dale’s Levels of Word Knowledge Level 1 Have never seen or heard the word before. Level 2 Have seen or heard the word before, but don’t know what it means. Level 3 Vaguely know the meaning of the word; can associate it with a concept or context. Level 4 Know the word well; can explain it and use it. Section V: Vocabulary
2 Word knowledge can be described in terms of breadth (aspects), depth (strength), and fluency. 3 Word knowledge develops over a period of time. 4 Some knowledge is limited to individual words, while other knowledge is systematic. 5 Some knowledge needs to be learned, while other knowledge is constructed through common sense and knowledge of ...
This level of word knowledge is sometimes referred to as the “depth” of vocabulary knowledge. This is often juxtaposed with the “breadth” of vocabulary knowledge, or number of words that are learned or known. Textbooks often focus on adding words to the lexicons of students through the form-meaning connection (Schmitt, 2010).
A key aspect of word consciousness is acknowledging the extensiveness of what it means to know a word. That is, word consciousness includes a growing understanding of the many layers of word knowledge. (p. 5) Word Knowledge: A Vocabulary Teacher’s Handbook contains seven chapters. The first chapter introduces the key concepts of “word ...
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery. How well a student knows a word has been referred to as “depth” of vocabulary knowledge, as opposed to “breadth” of knowledge, which is the number of words known. Several scales have been developed that describe the levels or stages of vocabulary knowledge.
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