To no one’s surprise, researchers found that teenagers reading improved their vocabulary.
Here’s an excerpt from Reading improves teenagers’ vocab, whatever their background, say researchers (thanks to Carl Hendrick for the tip):
After converting the researchers’ findings into an accessible Read Aloud (including putting it into more concrete terms like “that means a reader could know 10,000 words, while a non-reader would know 7,400 words), I’m thinking of asking students to write down as many ways they can think that this kind of deficit would affect them (not looking as good in job interviews, not looking as intelligent on dates, etc. Then, having students share what they came up with. I’m thinking it might provide a little more motivation, and I’m open to hearing other ideas (I might also go the other way, instead – how could knowing those additional 2,600 help them?)
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