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Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary
Author(s) -
Zucker Tricia A.,
Cabell Sonia Q.,
Pico Danielle L.
Publication year - 2021
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.1967
Subject(s) - vocabulary , reading (process) , vocabulary development , psychology , consciousness , mathematics education , word (group theory) , teaching method , linguistics , computer science , philosophy , neuroscience
Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child‐friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a comprehensive vocabulary program for young children. Second, they review research evidence on the importance of direct vocabulary instruction and ways to increase children's word consciousness and interest in learning “amazing” academic words. Next, they turn to practical suggestions of ways to select and teach new vocabulary. They describe ways to increase word consciousness that extend excitement for word learning. Finally, they demonstrate that early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program the features routine shared book reading, direct vocabulary instruction, and supports for word consciousness.