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A Vocabulary Flood: Making Words “Sticky” With Computer‐Response Activities
Author(s) -
Labbo Linda D.,
Love Mary S.,
Ryan Tammy
Publication year - 2007
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 - 10.1598/rt.60.6.10
Subject(s) - vocabulary , comprehension , psychology , vocabulary development , mathematics education , column (typography) , socioeconomic status , component (thermodynamics) , key (lock) , flood myth , teaching method , developmental psychology , computer science , linguistics , sociology , population , history , telecommunications , philosophy , physics , computer security , frame (networking) , thermodynamics , programming language , demography , archaeology
Children's literature is a primary source for introducing young children to new words at home and at school, and children's early vocabulary knowledge is a key component of oral language, which is essential for comprehension. This column is focused on children from low socioeconomic backgrounds who frequently find themselves in a vocabulary crisis. It describes how computer‐related activities may play a role in tackling this problem. Furthermore, this column provides the background, rationale, and steps for using vocabulary flood—a five‐day instructional cycle the authors developed that uses computer technologies and related activities.