Content Area Vocabulary:
Using the Frayer Model to Increase Vocabulary Understanding
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The Frayer model of vocabulary instruction is one method that uses a multidimensional approach to help students understand what a word means. Examples and non-examples of the definition and illustrations help to describe the word for the student (AdLit.org, 2014). The Frayer model is based upon the work conducted by Frayer, Frederick, and Klausmeier in 1969 at the University of Wisconsin. Frayer et al. (1969) devised a systematic schema for assessing students’ understanding of concepts. Testing consisted of examples, non-examples, name of the concept, definition,
and concept
attributes. The
assessments used
were written as
multiple choice and
constructed response
questions. This
model is now
organized using a
graphic organizer to
help students identify information about an unknown word. The student writes the word in the middle of the page and the related information in the boxes around. This information includes the definition, examples, non-examples, and characteristics (AdLit.org, 2014).
Several research studies have been con-ducted using the Frayer model for vocabulary instruction. Monroe (1997) conducted a study to determine how the concept of definition/graphic organizer, or Frayer model, compares with the definition-only model when teaching mathematics vocabulary to fourth grade students. The participants of this study were from two fourth-grade classes totaling 58 students. The students were randomly divided into two groups. One group was taught vocabulary using the definition method and the other used the Frayer model. Students were taught using these methods for 10 days alternating in a two-day cycle using the method assigned to each group. Observations and notes were made by another teacher to insure the same material was being taught to each group. The teacher chose vocabulary that was most important for a unit on measurement. The definition-only group copied definitions in their journal as the teacher discussed each word and wrote them on the board. Since the Frayer model is based
on building knowledge from prior experiences, the students in that group were provided measurement activities before the vocabulary lesson. Students discussed the definitions for each term based on
their experiences. These definitions were recorded at the front of the class. Corrections were made throughout the lesson. Students’ word knowledge was assessed through journal writing about the mathematical terms. The students were asked to describe what they knew about a particular concept. Results of this study showed a statistically significant difference in the number of concepts students from the two groups described in their journals. The definition-only group had a mean of 8.444 and the Frayer method group’s mean was 12.857. The data showed that using the Frayer model increased student word knowledge in mathematics. Monroe (1997) indicated that using the Frayer model might be more beneficial for teaching vocabulary in upper grades due to the abstract nature of the graphic organizer.
The Frayer model of vocabulary instruction is one method that uses a multidimensional approach to help students understand what a word means.