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In this series of articles, I have attempted to share what instructional approaches do and do not promote efficient vocabulary acquisition. In “The Problem with Most Vocabulary Instruction Part I,” I debunked the inefficient word list method of vocabulary instruction. In “How We Learn Vocabulary from Reading Part II,” I showed how wide reading at a reader’s challenge level of 5% unknown words is a much more efficient means to increase vocabulary. And, in “How to Double Vocabulary Acquisition from Reading Part III,” I detailed how to teach context clue strategies to help readers increase their percentage of word acquisition through reading.

In this article, I provide a rationale for teaching the word parts that are keys to academic vocabulary. Additionally, I will share the high utility word parts in priority order that get readers the most “bang for their collective bucks.

The morphological (meaning-based) word parts that form the basis of English academic vocabulary are primarily Greek and Latinates. Prefixes and roots carry the bulk of important word meanings; however, some key suffixes are important, as well. Over 50% of multi-syllabic words beyond the most frequently used 10,000 words contain a Greek or Latin word part. Since Greek and Latinates are so common in our academic language, it makes sense to memorize the highest frequency word parts.

Memorizing high utility Greek and Latin word parts is a very efficient tool to acquire academic vocabulary. Learning the most common word parts unlocks the keys to thousands of academic words which use one or more of those word parts. Even knowing just one word part will provide a clue to meaning of an unknown word. For example, a reader may not understand the meaning of the word bicameral. However, knowing that “bi” means two certainly helps the reader gain a sense of the word, especially when combined with other context clues such as synonyms, antonyms, logic-based, and example clues. For example, in the following sentence the example clue, “checks and balances,” combines with the word part clue, “bi” (meaning two) help the reader problem-solve the meaning of the unknown word: The bicameral legislature provided important checks and balances.

Word part clues are highly memorable because readers have frequent exposure to and practice with the high frequency word parts. Additionally, they are memorable because the simple to understand use of the word part can be applied to more complex usages. For example, “bi” means two in bicycle, just as it means two in bicameral or biped. Analogy is a powerful learning aid and its application in academic vocabulary is of paramount importance.

So here are the highest utility word parts that will assist readers in vocabulary acquisition, especially when paired with wide reading, using refined context clues. The final article in this series, “How to Teach the Most Efficient Word Parts Part V,” will demonstrate how to these these words in a variety of effective instructional strategies.

Most Commonly-Used Prefixes

This list, compiled by White, Sowell, and Yanagihara (The Reading Teacher, 42, p. 306), has the twenty most frequently-used prefixes. In fact these prefixes make up 97% of all prefixed words.

Rank   Prefix            Meaning                                  Rank   Prefix              Meaning

1.         un                     not                                           11.       pre                   before

2.         re                     again                                        12.       inter                  between

3.         in, im, il, ir         not                                           13.       fore                  in front

4.         dis                    away from                                14.       de                    apart from

5.         en, em              in                                              15.       trans                 across

6.         non                   not                                           16.       super                above

7.         in, im                in                                              17.       semi                 half

8.         over                 above                                       18.       anti                   against

9.         mis                   not                                            19.       mid                   middle

10.       sub                   under                                       20.       under                too little

Frequently-Used Roots

Root     Meaning           Origin   Example                      

aud       hear                   Latin     auditorium                   

mis       send                   Latin     mission

astro     star                   Greek   astrology                     

ped      foot                    Latin       pedal

bio       life                      Greek   biology            

phon     sound              Greek   telephone

dict       say                     Latin     predict                         

port      carry                Latin     import

geo       earth                 Greek   geography                   

scrib,    write                 Latin     scribble           

meter    measure         Greek   thermometer                

scrip     write                 Latin     scripture

min       little, small     Latin     minimum                      

spect    see                     Latin     inspect

mit,       send                 Latin     transmit                       

struct    build, form   Latin     instruct

Adapted from Stahl, S.A. and Shiel, T.G., Reading and Writing Quarterly: Overcoming Learning Disabilities, 8, 223-241

Most Commonly-Used Suffixes

Suffix                Meaning

_s, _es             plural or verb tense

_ed                  verb tense

_ing                  verb tense

_ly                    how, when, where, or under what conditions

_er, _or            one who

_er                   comparative adjective

_tion, _ion,       the process or act of

_sion, _ition,

_ation

_able, _ible       able to be

_al, _ial            related to

_y                       consisting of or inclined toward

_ness                 state, quality, condition, degree

This list was adapted from the research compiled by Cooper 2000.

 

Find 45 remedial and 33 advanced spelling-vocabulary worksheets, spelling word lists/tests,  Greek and Latin affixes/roots, syllable practice, and spelling-vocabulary games, spelling rules with memorable raps and songs on CD, a comprehensive whole-class diagnostic spelling assessment, enabling 4th–12th grade teachers to differentiate instruction and more in Mark’s book, Teaching Spelling and Vocabulary.

Reading, Spelling/Vocabulary Greek, increase vocabulary, Latin, morphemes, prefixes, roots, structural analysis, suffixes, vocabulary, word parts

In “The Problem with Most Vocabulary Instruction Part I,” I debunked the inefficient word list method of vocabulary instruction. In “How We Learn Vocabulary from Reading Part II,” I showed how reading is a much more efficient means to increase vocabulary. I explained how reading challenging text at the 5% unknown word level provides optimal exposure to and practice of words beyond those gained through oral acquisition during the first five years of life. I also detailed how to select books at this specific reading level. Finally, I cited reading specialists who claim that teaching specific context clue strategies can help readers double their vocabulary acquisition. I saved the “how-to’s” for this article.

But why learn and practice context clue strategies to problem-solve the meanings of unknown words? Wouldn’t it be more precise to use the dictionary? No. The dictionary is a fine tool and should be used to look up words that are critical to the comprehension of any reading. However, the dictionary is not a practical tool for reading at the 5% unknown words reading level. Often, the definition frequently does not fit the connotative meaning of the word as used in the reading passage. Additionally, there are often multiple definitions—which one fits? Context always determines meaning. Also, looking up one in every twenty words adversely affects comprehension. Time spent looking up words is reductive. The few minutes it takes to look up and internalize the definition could be better spent reading more text, because the more words read provides more exposure and practice—the keys to efficient vocabulary acquisition.

So, learning and practicing context clue strategies makes sense. Context clue strategies can be internalized with sufficient practice and can be flexibly applied by skillful readers to figure out the meaning of many unknown words without adversely impacting comprehension. The best way to apply context clue strategies is to learn the problem-solving strategies detailed in FP’S BAG SALE. When readers come to an unknown word, they apply the relevant steps of the FP’S BAG SALE strategy to get a good clue about the meaning of an unknown word.

Flexibility is key to using context clue strategies. Multiple strategies provide multiple ways of problem-solving. Good readers learn to quickly sort through the options and select the strategy or strategies that works best. They also accept the fact that context clue strategies don’t always work and that understanding every single word is not necessary for the purpose of reading—effective meaning-making.

Initially, readers should follow the steps of the FP’S BAG SALE context clues approach in order to problem-solve the meanings of unknown words. Then, through teacher modeling and guided practice, students should learn to efficiently “hunt and peck” for clues to meaning by applying the individual steps.

FP’S BAG SALE

Finish the sentence. See how the word fits into the whole sentence.

Pronounce the word out loud. Sometimes hearing the word will give you a clue to meaning.

Syllables–Examine each word part. Word parts can be helpful clues to meaning.

Before–Read the sentence before the unknown word. The sentence before can hint at what the word means.

After–Read the sentence after the unknown word. The sentence after can define, explain, or provide an example of the word.

Grammar–Determine the part of speech. Pay attention to where the word is placed in the sentence, the ending of the word, and its grammatical relationship to other known words for clues to meaning.

Synonym–Sometimes an unknown word is defined by the use of a synonym. Synonyms appear in apposition, in which case commas, dashes, or parentheses are used. Example: The wardrobe, or closet, opened the door to a brand new world.

Antonym–Sometimes an unknown word is defined by the use of an antonym. Antonym clues will often use Signal Words such as however, not, but, in contrast Example: He signaled a looey, not a right turn.

Logic–Your own knowledge about the content and text structure may provide clues to meaning. Logic clues can lead to a logical guess as to the meaning of an unknown word. Example: He petted the canine, and then made her sit up and beg for a bone.

Example–When part of a list of examples or if the unknown word itself provides an example, either provides good clues to meaning. Example clues will often use Signal Words such as for example, like, such as Example: Adventurous, rowdy, and crazy pioneers all found their way out West.

How to Practice Context Clue Strategies

Select passages from the textbook or literature that contain unknown words. Demonstrate how to problem-solve the meaning of the unknown words by doing a “Think-Aloud” of the FP’S BAG SALE strategies. Select words that can be specifically determined by each step of the process. Also, select words that have no helpful context clues to show how the process is not fool-proof.

Select passages from the textbook or literature, scan into a word processor and delete every twentieth word, skipping articles, conjunctions, and prepositions. This is known as a CLOZE passage. Then have the reader use the FP’S BAG SALE strategies to guess the meaning of the deleted words. Compare reader answers with the original words and award points for correct answers. Of course, synonyms are fine and will promote rich denotative and connotative word discussions.

Select unknown words that contain high frequency word parts as described in the next article titled “How We Learn Vocabulary from Word Parts Part IV.” Use sentences and three-sentence paragraphs that include these words as class openers. Good readers make use of structural analysis to problem-solve the meaning of unknown words. Although not technically context clues, word parts—both morphological (meaning-based) and grammatical (for example, parts of speech and inflections)—are essential components to vocabulary acquisition.

So, I’ve covered the first key to efficient vocabulary acquisition in Parts II and III: wide reading with effective context clue strategies. This is the key to help readers thrive. The next article in this series, “How Wise Learn Vocabulary from Word Parts Part IV,” will explain the need for the second key to efficient vocabulary acquisition: structural analysis and academic language, and will detail the words necessary for skillful readers to thrive in the world of academic reading.

Find 45 remedial and 33 advanced spelling-vocabulary worksheets, spelling word lists/tests,  Greek and Latin affixes/roots, syllable practice, and spelling-vocabulary games, spelling rules with memorable raps and songs on CD, a comprehensive whole-class diagnostic spelling assessment, enabling 4th–12th grade teachers to differentiate instruction and more in Mark’s book, Teaching Spelling and Vocabulary.

Reading, Spelling/Vocabulary affixes, context clues, Greek, increase vocabulary, Latin, roots, vocabulary, word parts