Vocabulary is a strong predictor of reading comprehension for all grade levels. Today, we will be discussing prefixes and the importance of teaching prefixes in our practice. Prefixes are elements that are attached to base words (e.g. -un in unhappy, -over in overlook, -under in underwear) that change the meaning of the word. By understanding prefixes, our students will be able to be better equipped to learn, remember, and make connections between different concepts in all content areas in school. This type of vocabulary instruction does not require students to know and learn words one at a time rather they are taught how words work. When students are taught how words work, they are more likely to become independent learners who are able to apply their knowledge to other content areas.
Vocabulary instruction allows students to practice using new vocabulary within several different contexts. Students are given clear statements about the purpose and rationale behind learning new vocabulary and given guided support with additional practice. The goal of vocabulary instruction is for students to achieve independence when learning.
For students, traditional ways of learning vocabulary will not cut it (e.g. incidental learning, reading alone). Rather, we are able to boost our students’ semantic knowledge by teaching strategies for learning the new meaning of words. Strategies like using vocabulary maps and establishing a ‘before reading’ routine that includes pre-teaching vocabulary, analyzing the cover of the book, etc. Strategies such as these allow students to have an introduction to vocabulary concepts to facilitate better comprehension.
Our students with language learning differences may find it difficult to learn vocabulary through reading or incidental learning alone. By teaching common prefixes in the context of the word, it allows students to build better decoding abilities as well as understanding of word meaning and related word meanings. We want our students to be able to expand their semantic knowledge beyond specific content areas.
If you’re looking for a fun and interactive resource to use in your speech room, be sure to check out my Prefix Bulletin Board! It is the perfect display to use when focusing on prefixes and includes everything you need to target this important grammar concept!
Flanigan, K., Templeton, S., & Hayes, L. (2012). What’s in a Word? Using Content Vocabulary toGenerateGrowth in General Academic Vocabulary Knowledge. Journal of Adolescent & Adult Literacy, 56(2), 132–140. doi:10.1002/jaal.00114
Stotsky, Sandra., (1978). Teaching Prefixes in the Elementary School. The Elementary School Journal, Vol. 78, No. 4, pp. 278-283.
Swanson, E., Vaughn, S., & Wexler, J. (2017). Enhancing Adolescents’ Comprehension of Text by Building Vocabulary Knowledge. TEACHING Exceptional Children, 50(2), 84–94. doi:10.1177/0040059917720777
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