Another study conducted using this type of vocabulary instruction focused on a smaller group of students. Fore, Boon, and Lowrie (2007) conducted a study to compare the Frayer model of vocabulary instruction to the traditional definition writing approach. The concept model in this study is described as using concept diagrams to connect words. The study was conducted with six middle school students identified with a learning disability. The students were given a pretest of words in mathematics and asked to write the definition of each word. The students were instructed in 20 minute sessions twice a week for nine weeks. Every Friday students were tested on their comprehension of that week’s words with a 10-question assessment based on the definitions. These scores were recorded in a data chart and line graph showing the results for the pretest, nine sessions, and posttest. Students were also given a questionnaire asking about their experience. The data were analyzed by examining the percentage of questions answered correctly. The mean, median, and range of scores were computed for individuals and the whole group. All participants in the study increased their abilities using the concept model of vocab-ulary instruction. This led Fore et al. (2007) to conclude that the concept model, or Frayer model, was effective in increasing the number of correct responses on the vocabulary assessment.
The Frayer model of vocabulary instruction uses a graphic organizer consisting of a rectangle separated into four sections with a circle for the vocabulary term in the middle. The four surrounding sections consist of the definition, examples, non-examples, and characteristics of the term (Frayer et al., 1969). Before using this model, teachers should preview the text to identify important concepts students need to know. As a class, students can discuss and list words associated with the vocabulary terms. As this list is made, students can write examples in the appropriate boxes on their graphic organizer. Students can also collaborate in small groups and add to their examples. As students continue learning about a concept, they should add information to the Frayer model graphic organizer (Ontario Ministry of Education, n.d.).
Many words in science have roots, prefixes, or suffixes that stem from other words students may be able to associate. These could serve as possible additional examples to be added to the graphic organizer as well. Bromley (2007) states, “When students know one prefix, root, or suffix, it helps unlock the meanings of other words with the same prefix, root, or suffix” (p. 529). This is what Flanigan, Templeton, and Hayes (2012) called generative vocabulary knowledge. To support this type of learning, "teachers should model and demonstrate these generative processes and then guide students in their exploration of these patterns, with the goal of students applying this knowledge in support of independently learning new words in their reading” (p. 136).
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