So, what does this mean and how can it be applied within the classroom? If we as educators understand that to truly read and write we must activate all these areas, then meaning is an important component of the process. This means exposure to new vocabulary, oral or written, as well as deep understanding of words is critical for proficient reading. Try to intentionally focus on picking vocabulary terms, such as those Tier 2 academic words that are used across content areas to help broaden the deep meanings these words have, for example: evaluate, increase, compose. Incorporate preteaching words before reading a selection but as you encounter the terms, have meaningful discussions to develop that rich language. Embed vocabulary throughout the day, not just when you read the text (Loftus & Sappington, 2023a). Building that base of knowledge is great, but consider how to incorporate it throughout the day.

How can vocabulary be incorporated within phonics lessons? Well, you’ve come to the right place. Consider those words that are being decoded – do students know the meanings of these words? I was recently teaching a Tier 2 intervention focusing on short /i/, and we encountered the word “dim.” This word can be used in multiple contexts and it’s a CVC word. It was clear the students could decode and encode the word, but were unclear of its meaning when prompted. What did I do? I paused and we discussed the word. I let students play with the word adding inflectional endings, ask questions, and try it out in a sentence in various contexts. Making it relevant to students builds that receptive and expressive language to help them become better readers.

Another concept with vocabulary I have noted in my years of being a reading specialist is the visual component to help students, specifically multilingual students. Try to find visuals for students or bring things in for them to hold, touch and feel (Colorado, n.d.). Once I was teaching the “qu” pattern and a word to decode was “quid,” which is slang for the pound in British English. Luckily I have an English friend, so he gave me a pound note to show the students. It was this amazing opportunity to compare and contrast money, talk about slang for the dollar here and understand cultures. I digress but you get the picture right? When teaching phonics, incorporate vocabulary within those words. Use it in a sentence to provide context. Show visuals for connection.

So here’s what I know and can share with you – it’s not just about the alphabetic principle and phonics component when teaching word recognition or spotlighting a few words, reading a text and moving on. It’s also about the meaning behind that written and spoken language so we have to think and be intentional about how we are teaching students this language to increase student reading proficiency.