What describes the steps for introducing new vocabulary in reading?

The most effective approach to introducing new vocabulary in reading involves working from the unknown to the known. This method recognizes that students often have varying backgrounds and experiences with language. By first introducing words that they may not be familiar with, educators can then build on these words by connecting them to concepts or vocabulary that students already understand.

This strategy typically encourages deeper comprehension as it allows for scaffolding. For instance, when a teacher presents a new word, they can relate it to a previously learned word or concept, facilitating connections that enhance retention and understanding. This process not only aids in vocabulary acquisition but also supports overall reading comprehension by encouraging students to engage with and interact with new words in meaningful contexts.

In contrast, other approaches, such as focusing solely on multi-syllable words or skipping direct instruction altogether, do not effectively promote vocabulary learning. Teaching complex words prematurely can overwhelm students, and neglecting direct instruction fails to provide the necessary guidance needed for effective learning.