From penises to the Pennines. Why vocabulary matters more than ever.

Like a Year 9 student repeatedly asking to go to the toilet, the research on vocabulary repeats itself time and time again. A broad and robust vocabulary is essential for students to thrive, not only academically but also in social interactions and communications. Language unlocks doors, reveals the world of reading, and forms the foundation for progress. Moreover, vocabulary directly correlates with GCSE attainment, employment prospects, socio-economic status, social mobility, and mental health.

I remember as a teenager struggling to pronounce words accurately, asking in McDonalds for a Fil-let- o fish and saying that my Dad drives a Pegot (Peugeot). I once wrote confidently in my GCSE Geography coursework that York was situated on the East of the penis (Pennines). I am not afraid to explore but have yet to find a historic city and cathedral!

It is possible that like my children I am dyslexic, but regardless, not having a confident command of words is embarrassing and debilitating. I didn’t require additional help at school and progressed well but my issues with words, their pronunciation and the ability to use them accurately in sentences left me and others thinking, that I was ‘not that bright’. An unhealthy 90’s label!

Whilst education has moved on massively since I was at school, when it comes to words, the data reveals that there are still thousands of students like me. I could literally be sat in your class, confident, hard-working but somewhat lost when it comes to words.

What do the statistics tell us?

In a recent survey conducted by Oxford University Press, teachers reported that at least 40% of their pupils lacked the vocabulary necessary to access their learning. This same research also warns that if this situation is left unaddressed, it worsens, with 60% of secondary school teachers surveyed believing that the vocabulary gap is growing. While certain student groups may be more likely to have a limited vocabulary, in reality, the vocabulary gap affects the majority of students.

The Matthew Effect

The vocabulary gap starts early, well before school, but endures to have a significant impact throughout education and beyond. Literacy giants, like Stanovich and Barton have coined this the Matthew effect.

“For those who have, more will be given and they will have abundance; but for those who have nothing even what they have will be taken away.” Matthew 25:29.

Vocabulary disadvantage is compounding. Further barriers and disadvantages arise as children are failed by words. Words play God. The rich get richer, and the poor get poorer.

The Matthew effect is even more stark when added to the statistic, in a text, 95% of words must be understood to ensure reading comprehension. It can be easily imagined how not being able to understand the words triggers a series of obstacles that often lead to further disengagement and poor attainment. 

Is reading more the solution?

The power of reading and its impact on vocabulary cannot be underestimated. Children who read for pleasure encounter millions of words and do significantly better at school than their peers (Sullivan, 2013). Reading for pleasure should be encouraged at every opportunity and at every level. That said, in terms of learning new words through reading might occur but the numbers are not as impressive as you might expect. Studies estimate that of 100 unfamiliar words encountered in reading between 5 and 15 of them will be learned. (Naggy, Herman and Anderson, 1985; Swanborn and de Glopper, 1999.)  Furthermore, explicit vocabulary teaching and reading go hand in hand. A vast number of children do not read for pleasure (according to the National Literacy Trust in 2019 only 26% of under 18s read daily for pleasure) and when they do their lack of vocabulary means that it’s not very pleasurable. This is a Catch 22, the Matthew effect in action.

How to reach the top of the mountain (not the penis - that’s another blog!)

Government initiatives have focused on addressing this issue in the early years, but what about higher up the education system, particularly in secondary school and college? Given the increasing demands of the curriculum and the shift to linear qualifications, it is crucial to level the playing field. 

It is clear that vocabulary development must be made a priority and not be left to chance. Conscious, planned and research led vocabulary teaching will offer children the skills and strategies they need to help make sense of what they read. Boosting confidence and progress in all subjects and ensuring they can order a Maccies without fear of ridicule.  In short, we must provide all students with enhanced opportunities to access the academic language and expand their future prospects beyond the classroom.

Next up – Putting morphemic analysis at the centre of a vocabulary teaching plan.