Do your vocabulary teaching strategies need a rethink?
This research explores cued-recall and why traditional spaced learning methods may not always be the classroom’s best strategy for vocabulary acquisition.
Vocabulary development is pivotal for enhancing comprehension and curriculum knowledge.
This research (Goossens et al., 2016) questions the practical value of long-lag (spaced) repetition and retrieval practice in real-life primary school vocabulary lessons.
Traditional wisdom suggests that strategies like spaced learning (also known as distributed practice) and active recall (retrieval practice) are key. Yet, when these were tested in actual primary school settings across year groups, the anticipated benefits were not consistently observed.
The importance of vocabulary is undisputed in teaching, however, the effectiveness of common learning strategies is always under scrutiny. If the research-proven methods don’t hold up in real classrooms, teachers must understand why and how to adapt their teaching practices effectively.
