Concepts and Vocabulary
Koeller (1981) defined concepts as “mental compositions which people use to describe the common
and uncommon qualities of objects and experiences” (p. 138). Vacca and Vacca (2005) stated, “concepts
create mental images, which may represent anything that can be grouped together by common features or
similar criteria: objects, symbols, ideas, processes, or events. In this respect, concepts are similar to
schemata” (p. 267).
McKeown et al. (1983) hypothesized that effective vocabulary instruction should not just be an
accurate description of a word meaning, but should instruct students with plenty of connections between
words and concepts. Students should also be able to fluently access word meanings while reading. Stahl and
Fairbanks (1986) acknowledged that “increasing the student’s speed of access may allow comprehension to
proceed more smoothly” (p.76). Anderson and Kulhavy (1972) contended, “a person has acquired a concept
if he can identify instances of the concept and discriminate them from non-instances” (p. 385).
Communication and Vocabulary Strategies in Content Areas
Vocabulary instruction has been shown to be particularly necessary in content areas such as social
studies, science, and foreign language. Milligan and O’Toole (1969) claimed “a meager vocabulary is a
hindrance to achievement in almost any subject” (p. 86). Milligan and O’Toole continued to assert that
vocabulary instruction with concepts and communication help students perceive instruction. They stated,
“pupils need a way of communicating what they perceive. To communicate, they need to know the names
of the concepts they learn” (p. 86).
To acquire the names of concepts learned, Vacca and Vacca (2005) affirmed, “teachers can help
students build conceptual knowledge of content area terms by teaching and reinforcing the concept words
in relation to other concept words” (p. 271). This includes offering opportunities to not only listen to
vocabulary in context but also to express and use vocabulary words and concepts verbally.
Even words already known by students can be refined by vocabulary instruction in the content area
through the combination of first hand experiences and print ɕͽ