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Vocabulary learning significantly and substantially contributes to students’ reading comprehension and ultimately to their expressive functions such as writing and speaking. Children’s vocabulary learning, however, relies heavily on their incidental interactions with adults and less on systematic instructions in the classroom. This proposed presentation will introduce a comprehensive framework of teaching, based on extensive literature review and the presenter’s own research. Although empirical studies have examined diverse teaching strategies, effective teaching requires a systematic teaching framework that includes a thorough analysis of strategies, ranging from students’ acquisition of words and their meanings to their voluntary application of their learning to expressive functions such as writing and speaking. Therefore, this presentation will provide such a framework of teaching with students’ phases of learning (i.e., acquisition, fluency, maintenance, and generalization). Specifically, the framework will describe teaching methods for acquisition such as direct instruction and teaching words in purposefully created stories, methods for fluency of using learned vocabulary such as crossword puzzles and peer-mediated games, methods for helping students to retain learned vocabulary over time, and methods for facilitating students’ use of vocabulary in everyday situations. Because this framework incorporates research-based practices, it will substantially contribute to translating research to practice in K-12 grade classroom teaching.


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  • Subject
    • Education

  • Event date
    • 11 November 2016

  • Date submitted

    18 July 2022

  • Keywords
  • Additional information
    • Author Biography:

      Changnam is currently an assistant professor in the Department of Teacher Education at the University of North Georgia (UNG), Cumming Campus. He started his education career in South Korea as a high school teacher of English for over eight years. He received a doctorate in special education from the University of Oregon in 1993 and has been a teacher educator in special education at several universities in the United States for the past seventeen years. During his doctoral program and for two years after the completion of the doctorate, he was engaged in school district program evaluation and federally funded research projects at the University of Oregon. In teacher education, his research has focused on the improvement of teachers’ competence in using research-based practices (especially in vocabulary instruction), classroom behavior management, and assessment of students’ learning. The results of these efforts have been disseminated through publications in professional journals, and presentations at regional, national and international conferences. Changnam is currently coauthoring a special education assessment textbook for teacher education under a contract with Pearson. In addition to teacher education, Changnam provided consultative services at local K-12 schools for students who experienced difficulty in learning and for school-district activities such as special education evaluation and IEP meetings. His community services also included teacher-training workshops for juvenile detention centers in the State of Tennessee. In 2012, he participated in the scoring process of edTPA with Pearson, and the development of SAT II Korean Preparation exam for the National Association of Korean Schools and presented a paper regarding effective teaching practices in Korean reading instruction. He has also taught Korean reading and language arts in Oregon, Tennessee, New York, Montreal, and Georgia for the past 23 years.