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Improve Emergent Literacy Skills Among African American Preschoolers 

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Improve Emergent Literacy Skills Among African American Preschoolers 

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- picking out key words before doing a read aloud

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#12) In-Depth Study of Vocabulary Development

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#12) In-Depth Study of Vocabulary Development

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using repetition through methods such as reading aloud, educational games, motivation, and the use of an electronic word wall

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#2) early childhood: balancing play & academics

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#2) early childhood: balancing play & academics

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Without a nurturing, playful, responsive environment,

an academic focus may diminish children's engagement and motivation

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early childhood: prek-3

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#6) A Cautionary Tale of Early Reading Instruction

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#6) A Cautionary Tale of Early Reading Instruction

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- the need to improve vocabulary skills in order to be successful readers

- found that oral discussion alone during read alouds did not positively affect student vocabulary

-must use "anchored word instruction" = highlight a word's meaning, spelling, and soun

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#5) Enhancing Teacher Read Alouds With Small-Group Vocabulary Instruction for Students With Low Vocabulary in First-Grade Classrooms

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#5) Enhancing Teacher Read Alouds With Small-Group Vocabulary Instruction for Students With Low Vocabulary in First-Grade Classrooms

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how does reading a story multiple

times help children acquire new vocab

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"Research supports the implementation of interventions that focus on explicit vocabulary instruction through repeated shared storybook reading (e.g., Coyne et al., 2004; Justice et al., 2005; Penno et al., 2002; Wasik & Bond, 2001)"

purpose: "compare rich and basic instruction of target vocabulary to incidental exposure during storybook readings. A comparison study of three different types of instruction on vocabulary acquisition was conducted."

research questions: "(1) Do first-grade students acquire the meaning of story words taught using rich or basic instruction to a greater extent than story words that are not taught explicitly? and (2) What is the best method of instruction (rich, basic, or incidental) for acquiring the meaning of story words?"

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reading stories multiple times helps children learn new vocabulary

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do girls talk more than boys? does that affect vocabulary?

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do students need to see pictures?

perform the action?

what about words that are feelings (i.e. Frustration)

incorporate senses? touch, smell, hear, taste, sight

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what are strategies I can use

in the classroom to help build students'

vocabulary?

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things that may affect children's vocabulary:

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things that may affect children's vocabulary:

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- hearing impairment

- speech

- ELL/bilingual

-developmental or speech delays

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how does a child's vocabulary affect their

social & emotional skills?

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Do children need to USE the vocabulary in order to

show they have learned it/understand it?

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- books being read to them

- direct & indirect conversation

- TV

- Video games

- Computer games

- Radio

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how does using intentional strategies while reading

books help children acquire new vocabulary

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The Ordering of Milestones in Language Development for Children From 1 to 6 Years of Age

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The Ordering of Milestones in Language Development for Children From 1 to 6 Years of Age

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#7) The Effects of an Early Reading Curriculum on Language and Literacy Development of Head Start Children

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#7) The Effects of an Early Reading Curriculum on Language and Literacy Development of Head Start Children

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Lucy Hart Paulson;Kelly, Karen L;Jepson, Stacia;van den Pol, Rick;et al Journal of Research in Childhood Education; Spring 2004; 18, 3; ProQuest Research Library pg. 169

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research based vocabulary teaching practices

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research based vocabulary teaching practices

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1. provide purposeful exposure to new words

2. intentionally teach word meanings

3. teach word-learning strategies

4. offer opportunities to use newly learned words

(McKeown, 1985)

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naeyc notes: how children develop vocabulary knowledge

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naeyc notes: how children develop vocabulary knowledge

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1. exposure to new vocabulary

2.self-motivation & engagement

3. multiple exposures to new words that give contextual and definitional information

4. use of independent word-learning strategies

(Blachowicz, Beyersdorfer, & Fisher 2006)