Frontloading
in Vocabulary
According
to Preszler. J. Et.al (2006: 8) frontloading provides rich dialogue and
experiences that allow students to develop vocabulary by accessing their prior
knowledge before reading content. When students have the opportunity to use
their prior knowledge, they exhibit an increase in vocabulary and content
knowledge. In addition, students show their understanding as they interact with
difficult content material.
Dana (2009) concludes that front-loading
vocabulary provides explicit vocabulary instruction that focuses on critical
words for understanding text meaning,
prior to reading the text, helps to generate background
knowledge relevant to the text.
Marzano
(2004) Frontloading is a process of intentionally exposing participants to
vocabulary, concept, and skill they will later learn, either during the school
day or in future program activities
Meylan. D and Sturgis. L (2008: 2)states frontloading is teaching
Academic Language Structures and Academic Vocabulary in order to understand and
express comprehension of text. Frontloading is a powerful strategy that
provides English Language Learners (ELL) and Standard English Learners (SEL) with
the necessary scaffolds to answer comprehension questions both orally and in
writing as well as understand text. Frontloading will increase students’
comprehension skills and vocabulary, as well as written fluency.
Procedure
of Frontloading
Preszler.
J. Et.al (2006: 8) defines the step of frontloading as follows:
1)
Introduce content to students. Ask students to describe experiences or
ideas they haveregarding the content. Ask students to list words they associate
with the content to bestudied. For example, if you are beginning a unit of
study on the Vietnam Era, ask students to list words they associate with that
time.
2)
Create a list of content words based on student suggestions and ideas.
3)
Add to and revise the list of content words as you study the material