#106: Stop Teaching Vocabulary the Wrong Way—Try This Instead with Natalie Wexler
The Word My Students Pretended to Know—But Didn’t
I once read a story aloud to my kindergarteners that used the word plummeted.
They nodded, smiled, and looked engaged.
But when I asked, “What does plummeted mean?”
One student raised her hand and said, “It means… to play the drums?”
That’s when it hit me:
My students weren’t learning vocabulary. They were guessing.
And I had no idea how to help them remember and actually use the words I was teaching.
Sound familiar?
If you’ve ever wondered why your vocabulary lessons aren’t translating into stronger comprehension, this post is for you.
Why Guessing at Word Meanings Doesn’t Work
For years, we’ve been told to encourage kids to “use context clues” to figure out unfamiliar words. But according to Natalie Wexler, author of The Knowledge Gap and Beyond the Science of Reading, this approach can backfire.
“Context clues are just as likely to be non-directive or misdirective as they are to be helpful.”
In other words, students often guess wrong—and those wrong guesses stick.
Even worse? Guessing takes up valuable space in working memory, leaving less room to process the actual meaning of the text.
The Real Science Behind Teaching Vocabulary for Reading Comprehension
If we want students to understand what they read, we have to stop treating vocabulary like a guessing game—and start treating it like what it really is:
Stored knowledge that supports comprehension.
Wexler explains this using cognitive load theory:
“Working memory can only juggle about four or five items… but if you’ve stored information in long-term memory, it frees up space to make sense of new things.”
When students already know a word, they don’t waste brainpower decoding or guessing. They just… understand.
How to Actually Teach Vocabulary (So It Sticks)
Here’s the good news:
You don’t need more time. You just need a smarter, science-backed approach.
1. Embed Vocabulary in Meaningful Contexts
Ditch the word lists. Instead, choose words from a read-aloud, science unit, or social studies lesson—and teach them in context.
Example: Instead of saying “foresight means planning ahead,” say:
“The character packed extra food for her journey. That shows foresight—she was thinking ahead!”
Why it works: Students remember words better when they’re tied to stories, emotions, or knowledge they’re building.
2. Use Retrieval Practice (Not Just Repetition)
Re-reading definitions isn’t enough. Students need to pull words from memory in different ways:
- Ask questions: “What’s another time someone might show foresight?”
- Use sentence stems: “Foresight helped me when I…”
- Play games that require them to use the word, not just define it
3. Encourage Elaboration
Wexler shares that elaboration—connecting a word to prior knowledge or experiences—is what makes vocabulary stick.
Try this:
- “What’s a time you showed foresight?”
- “Can you connect ‘plummeted’ to something that’s happened in a story—or real life?”
Even young learners can do this with the right support—and it deepens comprehension over time.
4. Teach Vocabulary Across the Day, Not Just in Your Literacy Block
“Every content teacher needs to be a literacy teacher—and every literacy teacher needs to be a content teacher.”
Vocabulary should pop up in science, math, and social studies too:
- In math: “Because a triangle has three sides, it is called a TRI-angle. TRI means three. What else do you know that has three sides?”
- In science: “Erosion means ___. What’s something you’ve seen erode?”
Make it part of every conversation—not just the “vocabulary lesson.”
In This Episode, You’ll Discover:
- Why context clues are not a reliable strategy for vocabulary instruction
- How background knowledge unlocks comprehension—and how to build it
- A simple way to help students store and retrieve vocabulary from long-term memory
- Why writing and speaking in full sentences boosts vocabulary retention
- How to make vocabulary part of every subject—not just your literacy block
Bringing It All Together
Teaching vocabulary for reading comprehension isn’t about guessing. It’s about:
- Giving kids meaningful context
- Repeating and retrieving the words over time
- Helping them connect new words to their real lives
- Using those words across the curriculum
This isn’t just good vocabulary instruction—it’s science-backed teaching that helps kids become confident, independent readers.
Want More Support? Join The Science of Reading Formula
If you’re ready to stop wasting time on vocab strategies that don’t work—and start using proven methods that build comprehension—come join us inside The Science of Reading Formula.
You’ll get practical tools, real classroom examples, and step-by-step support to help your students thrive.
👉 Join The Science of Reading Formula
LINKS
Natalie Wexler’s Website / Book / LinkedIn
Become a Science of Reading Formula member!
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