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Using Knowledge Networks to Develop Preschoolers’ Content Vocabulary
Author(s) -
PollardDurodola Sharolyn D.,
Gonzalez Jorge E.,
Simmons Deborah C.,
Davis Matthew J.,
Simmons Leslie,
NavaWalichowski Miranda
Publication year - 2011
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01035
Subject(s) - vocabulary , psychology , reading (process) , vocabulary development , narrative , content (measure theory) , mathematics education , reading comprehension , pedagogy , teaching method , linguistics , mathematical analysis , philosophy , mathematics
Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research‐based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about important connections between words and related science and social studies concepts. These three principles guide teachers in building networks of content vocabulary knowledge in preschool children by making connections between words and world knowledge via informational and narrative texts.