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Critical Perspectives in Reading*: Some Generalizations and Strategies for Guiding Vocabulary Learning

Acquiring a rich vocabulary is everyone's idea of being learned. We believe this because a rich vocabulary is the best measure of intelligence and cultural development (Wechsler, 1958). Psychologists tell us that it also is a "mediator" of thinking—meaning more or less, that we think in words, so the more precise the words, presumably the more precise and effective our thoughts. Thus, it seems that a rich vocabulary is not only a sign of learning, but it is also an important means by which we learn. That is to say, vocabulary is central to concept formation, acculturation, articulation, and, apparently, all learning. With the plethora of research and writing in the area of vocabulary acquisition one might ask why it is that vocabulary study in the classrooms of our schools appears still to be implemented in a style reminiscent of that described by observers of the Colonial period of our history.