Vocabulary
InferCabulary is designed to boost vocabulary acquisition, a critical skill for reading comprehension, for students in grades 3-12. InferCabulary replicates the benefits of a rich oral language environment, helping students build a robust vocabulary necessary for academic success.
Mimics the experience of avid reading, allowing students to encounter Tier 2 vocabulary in various contexts.
Promotes deep word learning as the result of multiple encounters in a variety of tasks.
Students are immediately engaged with real world images that reflect the nuanced meanings of each vocabulary target.
Students learn through semantic reasoning and contextual analysis.
Teachers can select vocabulary from a broad library tailored to specific goals, including words from articles, curriculum, literature, and classroom activities.
Supports differentiated instruction with vocabulary relevant to each student’s learning journey.
Students gain control over their vocabulary growth, enhancing their confidence in reading, fluency, comprehension, and written expression.
InferCabulary provides students with a solid foundation for comprehension and academic achievement, equipping them with essential vocabulary knowledge in a visually engaging, supportive learning environment.
Young people are reading less and failing to build vocabulary amid a sea of text messaging and cyberchat says literacy and child development specialist Professor Tom Nicholson. It goes without saying that the best writers and speakers are often the widest readers. Today’s kids have been raised on computers, iPads, and television, so it’s important to encourage them to build their vocabulary.
What variables have decades of research identified that impact the ease or difficulty of learning and remembering vocabulary words? Some of these factors include:
- the length of the word (longer words often have more complex spelling)
- the frequency of the word in the language (i.e., how often it is used in speech or in print)
- the degree of abstractness of the word (e.g., “theory” vs. “car”)
