With some encouragement from my friends, I’ve decided to start a new series on the blog titled “Evidence-Based Interventions.” I don’t know about you, but I need this series. Actually, we are all required to seek out and perform the very best, sound evidence from systematic research in relation to an individual student.
ASHA’s position statement on EBP:
- It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidence-based practice in clinical decision making to provide high quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions.
There is often a lot of insecurity and even fear surrounding those two little words “Evidence-Based.” It’s as if we’re waiting for that parent or administrator to charge into our room, shake their finger at us and demand we provide proof that what we are doing works. And we really should know, to some degree.
However, ASHA also makes it clear that our job is to “interpret best current evidence from systematic research in relation to an individual.” This means that even the best, highly evidenced interventions won’t work for ever single student on our caseload. It is our job to take into consideration “preferences, environment, culture, and values regarding health and well-being.”
So, please keep that in mind as I begin this series. I hope you benefit as much as I will be!
First up on our list is CONTEXT CLUES.
What does the research say?
1. Hibbard, R. (2009) found that context clue instruction improved student’s word learning strategies and that explicit instruction proved to be effective in teaching context clues.
2. Cain (2007) studied students reading short stories (each containing novel words with contextual clues that students could use to infer the word’s meaning). When students were asked to define the novel word at the end of each story, they improved in the quality of their word definitions. The article notes the greatest gains were made when children explained their own definitions or the experimenter’s correct definition.
3. Nash & Snowling (2006) studied two types of vocabulary intervention: definition method and the context method. The findings concluded that both groups showed greater knowledge of the taught vocabulary directly after instruction. However, three months later, the context group showed significantly better expressive vocabulary knowledge and comprehension of text containing the targeted vocabulary.
There were several other articles that listed teaching context clues as an effective vocabulary strategy. However, I think it is also important to note two things:
- Dependence on a single vocabulary instruction method will not result in optimal learning (NICHD, 2000).
- Much of the research discusses the benefits of explicit instruction of context clues. This means systematically teaching and providing guidelines on how to achieve the goal. Often, (myself included here!) we can get so focused on taking data and getting those “number of trials” in that we forget to teach. Pulling out context clue cards and running though sentences to collect data does not count here as “explicit instruction.”
I have a systematic method I use for teaching context clues found in my Leveled Vocabulary Intervention Binder. This is by far not the only way to teach them but perhaps you can get a few ideas from the many pictures I’m about to post!
1. First and foremost, I require my students to tell me what a “context clue” is. Teachers use this vocabulary in their classrooms all day long but if my little Johnny has no idea what it is, he’s lost from the star
With this flap, my students are required to say the meaning of a context clue, teach a friend AND give an example (which is difficult) before we move on. I’ll usually give my own example and the students can build their’s from mine. And sometimes….we spend a lot of time going over this definition and providing examples before we ever turn the page.
2. Next, I break down an example of my own, with SPECIFIC steps on HOW TO identify and use context clues. Talking aloud for how you reach conclusions is an EXTREMELY helpful strategy for helping our students know how to.
Usually, my thoughts go somethings like “Well, that sentence has the word “frigid” in it. I have no idea what “frigid means! Let’s follow these steps to find out.” (Side-note: have you ever noticed how much pleasure students get when you don’t know something?! Their little faces just light up, especially if they know the answer!”)
One of the most important things I highlight is that last step: Checking the word by putting it back into the sentence to see if it makes sense. This provides that independent feedback that students need when you’re not right over their shoulder telling them if the answer is correct or not. By doing this, you’ve equipped your students to self-monitor this strategy in their very own classrooms.
3. Okay, so maybe you’re thinking your students aren’t quite to the level of these higher level vocabulary words (I always use Tier 2 vocabulary when I can). That’s okay! I start my students out with nonsense words so they really get the meaning of what a context clue does for them.
Not only does this make it clear that a context clue is there to HELP, my students have a ton of fun playing detective with these silly sentences.
4. When my students are ready, I crank up the vocabulary to Tier 2 words and provide them with a checklist on how to determine and use the context clues. Don’t forget that last important step of checking their work!
I hope this post provides you with not only the evidence to teach context clues but has given you ideas on how EXPLICITLY teach them, which is what research says is truly important.
For additional context clue practice, I have these resources in my store:
Looking for more? Here are some of my favorite products from friends using context clues:
- Veterans Day and Memorial Day Vocabulary Activities: Context Clues & Synonyms
- Black History Month: Listening Comprehension and Vocabulary Activities
- Context Clue Games
- Context Clues Detectives
- Piggy Bank Context Clues QR Fun
- Context Clues in Color
- It’s Raining Idioms (fun freebie to determine idioms using context clues)
- Language Progress Monitoring (there’s a great section in there on assessing context clues)
References:
- Cain, K. (2007, November 1). Deriving word meanings from context: Does explanation facilitate contextual analysis? Journal of Research in Reading, 30(4), 347–359. (ERIC Document Reproduction Service No. EJ778837). Retrieved August 18, 2009, from ERIC database.
- Hibbard, R. (2009). The Effects of Context Clue Instruction on Finding an Unknown Word. Retrieved March 1, 2016, from http://reflectivepractitioner.pbworks.com/f/capstone3.pdf
- Nash, H., & Snowling, M. (2006, May 1). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41(3), 335–354. (ERIC Document Reproduction Service No. EJ747456). Retrieved August 18, 2009, from ERIC database.
- National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
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Meredith Chassen says
March 2, 2016 at 11:04 amAmazing post and I already have all three of your products. I have been inconsistent in using them but now feel motivated to step it up with context clues! Thanks. Hope you are feeling well!
Nicole Allison says
March 2, 2016 at 3:54 pmThank you so much! I’m so glad you are able to use some of my products with your students! Yes, feeling great but starting to get really big lol 🙂
Monica Faherty says
March 2, 2016 at 1:21 pmThank you for this thoughtful article and the resources. One thing to consider while reading the research is who were the subjects in the study? Were they typically developing or language delayed/disordered? I see the Nash and Snowling article does use kids with delayed vocabulary skills. Just a thought to keep in mind. You certainly address this in your intervention, though, by explicitly teaching the meaning of context clue first. Nice job!
Nicole Allison says
March 2, 2016 at 1:49 pmGreat point! Yes, it is always important to take note of the subjects 🙂
Christine Gerber says
March 2, 2016 at 1:49 pmI’m so excited about this series! I have shared your blog as a clinical instructor and undergrad course instructor many times! Thank you for sharing your research and creativity!
Nicole Allison says
March 2, 2016 at 3:43 pmThank you so much for sharing and letting me know! That means so much to me!
Stephanie Hefler says
March 2, 2016 at 7:43 pmGreat post! Another great reminder that we need to make sure that our interventions are evidenced based. I’m looking forward to looking at the articles you cited and also looking at your ‘Leveled Vocabulary Intervention’ pack. It looks like a great way to make sure our kiddos truly understand context clues!
Robin Brighton says
March 3, 2016 at 2:21 amThank you for that wonderful post! I am really excited about this series you are planning. The research you sited supports what I have been doing. I just used your leveled intervention program today! Thank you!
Liz says
March 3, 2016 at 2:41 pmThis is an awesome series! I really appreciate you doing the research for us and giving us practical advice we can use!
Nicole Allison says
March 6, 2016 at 6:59 pmThank you Liz!
Anna says
March 4, 2016 at 1:50 amGreat post! You mention that you always use Tier 2 vocabulary. Where do you find that?
Nicole Allison says
March 6, 2016 at 6:59 pmI would definitely recommend reading “Bringing Words to Life” by Isabel Beck. You can also google Tier 2 vocabulary words 🙂
Michelle says
March 6, 2016 at 5:18 amThank you for this series! I can tell it’s going to be very informative. I feel like all I do is take data sometimes! Our Medicaid documentation requires a percentage/specific data every session so I never feel like I can spend enough time teaching. Artic sessions are no problem but language therapy is another story for me in this respect. I teach a concept in a session but may not really have enough trials for a percentage. How do you handle this when you’re doing more teaching (which is what we all love to do anyway!)
Nicole Allison says
March 6, 2016 at 6:57 pmHi Michelle! I know we are required to get tons of data in every session but honestly sometimes that’s not possible (or best for the students!). I try to leave my data binder on the shelf one session per month so I can truly teach. Here’s a post on it: http://speechpeeps.com/2014/10/the-day-i-left-my-data-binder-on-the-shelf.html
Kate says
March 11, 2016 at 2:56 pmI look forward to the rest of this series! Great information. Thank you!
surleen singh dhamoon says
September 15, 2016 at 9:52 pmHi Nicole!
Just wondering if you have created any evidence based materials like this for middle school. Thanks so much!
Nicole Allison says
September 16, 2016 at 1:15 pmYes! I use this packet all the time with my middle schoolers 🙂
https://www.teacherspayteachers.com/Product/Evidence-Based-Intervention-Vocabulary-Edition-2620615
Nicole Slough says
May 1, 2017 at 2:10 amI love the idea of a common place for evidence based practices to be listed. I am trying to be better in my practice at using the actual names of strategies I may be using. I hope you continue to add to your list of EBP concepts. I love all of your products and have purchased and use many of them already.
Shannon says
October 13, 2018 at 11:11 amIs there a way to get only the context clues packet?
Nicole Allison says
October 19, 2018 at 2:38 pmHi Shannon, At this time, I only sell this resource as a complete package. Sorry! I do use my Context Clue cards a lot if you want to look into this: https://www.teacherspayteachers.com/Product/Context-Clues-Packet-Using-Tier-Vocabulary-386803?aref=lq5kd9x6
Beth Fioritto says
October 22, 2018 at 8:22 pmHi Nicole,
Just discovered your blog while looking for context clue interventions. Lots of great info and your resources look amazing! I wanted to know what the difference is between the Leveled Vocabulary Intervention binder and the Evidence-Based Vocabulary Intervention binder. I teach 5th grade ELA and I’m looking for some vocabulary interventions including context clues for a couple kids, and prefixes and suffixes for a couple other kids. Ideally I’d like to purchase something that has interventions I can move on to after students master those skills. Both binders seem to have similar materials and I’m just not sure which makes more sense for me. Any guidance would be much appreciated, thank you!
Nicole Allison says
October 24, 2018 at 12:41 amHi Beth!
The context clue sections in both binders are similar. They both also teach affixes. The Leveled Vocabulary binder also teaches antonyms/synonyms/homophones while the EBV Binder teaches keyword strategy, semantic organizers, and student definitions. The EBV is more “strategy-based” and also includes the research for those strategies. I use the EBV with 4th grade to middle school. The Leveled Vocabulary binder I use with grade 2-5. I hope this helps answer some questions. Please let me know if you have more!
Samantha ten Brink says
January 28, 2019 at 5:23 pmGood Afternoon, Nicole
I am a Speech-Language Pathology Assistant/Graduate Student in San Angelo, TX. We have a local organization called AASHLA (Angelo Area Speech Hearing Language Association), and we are looking for a presenter for our annual conference this year. It will be on, full weekday in April or May. We would love to invite you to come speak! Is this something that you would be interested in?
Thank you for the awesome things you are doing in our profession!
Samantha ten Brink
Assistant Speech Pathologist/Graduate Student Clinician
325-315-2583
“Be somebody who makes everyone feel like somebody.”
Nicole Allison says
January 30, 2019 at 1:22 amHi Samantha!
Thanks so much for your kind words and for reaching out! I am not currently scheduling any presentations through the 2019-2020 school years but thank you so much for thinking of me!