LANGUAGE
SPOKEN, NOT BODY
What is oral language?
Vocabulary instruction in the early grades, P. Garden, 2022 - https://drive.google.com/file/d/1Ta8uQa5I76hhoZjF6D9yMZZTYm1iT_Ut/view?usp=drive_link
Vocabulary instruction in the early grade classroom begins with developing oral language; in fact, there is research to support the idea that oral vocabulary knowledge influences the development of word recognition skills. Exposing children to a breadth of vocabulary knowledge during Ehri's (2005) full alphabetic phase of word learning can increase the possibility of closing gaps in word knowledge with which some of our children may come to school.
TEACHING OR EXPOSURE
What is explicit or implicit?
Teaching for breadth and depth of vocabulary knowledge: Learning from explicit or implicit instruction and the storybook texts, Dickinson et. al, 2019 - https://drive.google.com/file/d/1qm7tTKMHR0s975yC1TUOESjhDjMHU40V/view?usp=drive_link
High quality books are a rich source of novel words that is more diverse than what is found in spoken language. Learning from exposure during book reading also has been found for kindergartners after two readings and among school-aged children. Frequency of use of words in an important determinant of word learning. Book reading research find beneficial effects associated with hearing words multiple times.
HOW DEEP, HOW WIDE
What is depth and breadth?
Teaching for depth and breadth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts, Dickinson, et. al, 2019 - https://drive.google.com/file/d/1qm7tTKMHR0s975yC1TUOESjhDjMHU40V/view?usp=drive_link
Breadth of knowledge is an approach to teaching and measuring vocabulary that focuses on how many words are learned, rather than how well those words are learned. Depth of knowledge refers to a focus on the quality of word knowledge, with instructional efforts focused on building more extensive word knowledge for a relatively smaller pool of words. Depth of vocabulary knowledge as it reveals more clearly what children know about the vocabulary they learn. Depth is also significantly associated with reading comprehension.
18 MONTHS
At what age does a gap in vocabulary begin to show in children between high and low educated mother?
The education word gap emerges by 18 month: finding from an Australian prospective study, Brusche, et. al, 2021 - https://drive.google.com/file/d/1LtLpHqSJXBC1ZePKfpt7u5ygmvfQx98v/view?usp=drive_link
The education word gap emerges by 18 months. This is an important age in children's language development when they are beginning to expand their vocabulary. There are high and low talkers across the socioeconomic spectrum even though on average more educated mothers engage in more talk.
UNAMBIGUOUS LESSON
What is explicit teaching?
Multi-component professional development for educators in an Early Head Start: explicit vocabulary instruction during interactive shared book reading, Lorio and Woods, 2018 - https://drive.google.com/file/d/1dOA11a6CefJhGeangY_GN1YqYTYBl_SX/view?usp=drive_link
Greater vocabulary gains are typically observed when explicit vocabulary instruction is provided. One way to target vocabulary development is through shared book reading, a common routine in most early childhood classrooms, including Early Head Start. Through shared book reading, students can engage in conversations with adults and peers while being exposed to novel vocabulary words they may not hear in typical conversations, making it an ideal activity for explicit vocabulary instruction.
LETTER SOUND MATCH
What is grapheme-phoneme correlation?
Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders, Chambre' et. al, 2019 - https://drive.google.com/file/d/19-niJRpq-IcKSrmoLPatE6RWwYu2ukF4/view?usp=drive_link
There is a growing importance in teaching beginning readers the grapheme-phoneme writing system and how to apply it to decode novel words. This knowledge is needed for the spontaneous activation of orthographic mapping to retain written words bonded to pronunciations and meanings in memory. Even children as young as first-grade can map spellings onto pronunciations to learn vocabulary words. Orthography facilitates memory for meanings of words.
BUILT ON ROCK OR SAND?
What is the foundation made of?
Vocabulary instruction in the early grades, P. Garden, 2022 - https://drive.google.com/file/d/1Ta8uQa5I76hhoZjF6D9yMZZTYm1iT_Ut/view?usp=drive_link
Vocabulary instruction is important in the development of children's reading comprehension. Early vocabulary knowledge predicts children's reading achievement later in school. Wright and Cervetti (2016) explain, "the goal of vocabulary instruction is not only knowledge of a word's meaning but also easy access of the word's meaning in memory." Astoundingly, there is clear evidence that when vocabulary is taught to young children, they learn vocabulary no matter their background.
CORRECT SPELLING
What is orthography?
Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders, Chambre' et. al, 2019 - https://drive.google.com/file/d/19-niJRpq-IcKSrmoLPatE6RWwYu2ukF4/view?usp=drive_link
Orthographic facilitation has been demonstrated in word learning studies where participants are taught pronunciations and meanings of novel words. Children's ability to learn better with than without spellings was strongly correlated with their reading and spelling abilities. Spelling facilitates memory for pronunciations of vocabulary words compared to no spellings in children ranging from kindergarten to second grade as long as they possess knowledge of letter-sound relations.
30 MILLION
What is the word gap between children from low economic families and high economic families?
The education word gap emerges by 18 months: findings from an Australian prospective study, Brushe, et. al, 2021 - https://drive.google.com/file/d/1LtLpHqSJXBC1ZePKfpt7u5ygmvfQx98v/view?usp=drive_link
Hart and Risley famously coined the term "30 Million Word Gap" by estimating through linear extrapolation of data collected from 10 to 36 months, that by age four, parents in the United States who were on welfare had spoken 30 million words less to their chid than parents of professional occupations. On average, low educated adults are talking less to their children by 18 months. Parental Interventions are needed prior to 18 months to prevent this gap.
DEFINITELY NOT LATE
What is Head Start?
Multi-component professional development for educators in an Early Head Start: explicit vocabulary instruction during interactive shared book reading, Lorio and Woods, 2018 - https://drive.google.com/file/d/1dOA11a6CefJhGeangY_GN1YqYTYBl_SX/view?usp=drive_link
Young children in Early Head Start are at a critical age for vocabulary development. Shared book reading has been found to have positive effects on oral language development for typically developing preschool students, and it also has "potentially positive effects" on the communication skills of students with or at-risk for disabilities.
HOW MUCH?
What is quantity?
Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade, Vernon-Feagans et. al, 2022 - https://drive.google.com/file/d/1MYyooR6cqq0jkipFf-l_01H_WdtuuPo4/view?usp=drive_link
Although some studies have found that the quantity of maternal language input is important in predicting child vocabulary and/or language, most studies and reviews have focused on the quality of maternal language input as important for child language development. Maternal vocabulary quality and grammatical complexity, more recent studies have suggested that a measure of conversational engagement between the mother and the child might also be important.
EXTREMELY UNDERSTANDABLE
What is highly accessible?
Vocabulary instruction and reading comprehension, Beck et. al, 1982- https://drive.google.com/file/d/1yrD3sNX-TTPPCzJWZttlg7GgjQlkO_e3/view?usp=drive_link
In terms of the relationship between levels of word meaning and comprehension, it is obvious that the best situation for comprehension of a text occurs when virtually all of the words in a given text are highly accessible. If this is the case, processing can be directed toward the overall meaning of a sentence or a passage; it does not have to be interrupted for individual word searches.
EXTREMELY SIGNIFICANT
What is most important?
Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade, Vernon-Feagans et. al, 2022 - https://drive.google.com/file/d/1MYyooR6cqq0jkipFf-l_01H_WdtuuPo4/view?usp=drive_link
Once of the most important early experiences linked to children's early language skills is maternal language input during early childhood. Studies of young children have consistently shown that early maternal language input during routine home activities and play is critically important in predicting children's early and later language skills. Studies also show that children from families with fewer resources are provided with less maternal input, leading to lower language skills.
MATTHEW EFFECT
What is the phenomenon that clearly describes the biblical adage from the book of Matthew declaring that while the rich get richer, the poor get poorer.
Racing against the vocabulary gap: Matthew Effects in early vocabulary instruction and intervention, Coyne, et. al, 2019 - https://drive.google.com/file/d/1zR1YE-4Io7xCPfhG81RT3Rz0RveJo9un/view?usp=drive_link
Students who have early experiences in rich oral language environments develop larger and more elaborated vocabularies. These students are then able to leverage their existing vocabulary knowledge to acquire and retain new knowledge during learning opportunities in school. Students with fewer early experiences with language, however, start school with less developed vocabularies and, as a result, acquire less new vocabulary knowledge during learning opportunities in school. The growth of the vocabulary gap in the early grades is explained primarily by incidental learning - exposure to new vocabulary through naturalistic learning opportunities at home and school.
WHO, WHAT, WHERE, WHEN, WHY
What are -wh questions?
Vocabulary acquisition through shared reading experiences, Senechal and Cornell, 1993 - https://drive.google.com/file/d/1gDo5CmPXmprE-owxQzpLgYwBkWBH-p1C/view?usp=drive_link
Observational studies have emphasized the personal and ideographic nature of the learning process during joint book reading; parents read to their children in qualitatively different ways. The interactive behaviors of adults vary depending on the age of their child. Parents tend to read the book in a single sitting when their children are around 3 years of age. Heath (1980) found that middle-class homes, answers to why-questions and affective comment were frequently sought, whereas in lower socio-economic settings, when- and what-questions were the rule. These findings have raised the possibility that different reading practices have differential consequences for children (Teale, 1984).
WORD DEGREE
What is vocabulary level?
Vocabulary: needed if more children are to read well, A. Biemiller, 2003 - https://drive.google.com/file/d/1veqhb6VwJNrwJNsINfyDgUu3me8HTNgR/view?usp=drive_link
Vocabulary has long been recognized as a strong determinant of reading success. Hart and Risley (1995) report that children whose working-class parents interact with them as much as do parents from advantaged families, have vocabulary levels as high as those of children from advantaged families. Children mainly use words parents use with them in conversation, and acquire larger vocabularies when their parents use more words.
PRODUCING SENSE
What is making meaning?
Vocabulary instruction and reading comprehension, Beck et. al, 1982- https://drive.google.com/file/d/1yrD3sNX-TTPPCzJWZttlg7GgjQlkO_e3/view?usp=drive_link
A related aspect of knowing a word well is richness or flexibility of knowledge. By this we mean the quality of connections among concepts in a reader's semantic memory. The understanding of word meaning in context will be a question not only of the word's commonly accessed meaning components, but also it's connection with other concepts demanded by the context.
BOOST FOUNDATIONAL WORDS
What is increasing root words?
Vocabulary: needed if more children are to read well, A. Biemiller, 2003 - https://drive.google.com/file/d/1veqhb6VwJNrwJNsINfyDgUu3me8HTNgR/view?usp=drive_link
It is estimated that by the end of the elementary years, an average child has acquired around 9,000 root words. An average child learns between 800 and 900 root words a year. Children with the largest vocabulary had been acquiring over 3 root words per day since the age of one year. This indicates the importance of building vocabulary in early years.
FILLING THE GAP
What has to be done to overcome the deficit?
Racing against the vocabulary gap: Matthew Effects in early vocabulary instruction and intervention, Coyne et. al, 2019 - https://drive.google.com/file/d/1zR1YE-4Io7xCPfhG81RT3Rz0RveJo9un/view?usp=drive_link
By the start of formal school, children with more exposure to, and experience with, language know thousands more word meanings than their classmates with less language experience. Direct and extended vocabulary instruction resulted in greater breadth and depth of word learning than instruction that was less intensive, less interactive, and more incidental. Research concluded that although all students benefited from explicit and extended vocabulary instruction, students with larger initial vocabularies benefited more than students with smaller initial vocabularies.
OPEN OR CLOSED
What are types of questions?
Vocabulary acquisition through shared reading experiences, Senechal and Cornell, 1993 - https://drive.google.com/file/d/1gDo5CmPXmprE-owxQzpLgYwBkWBH-p1C/view?usp=drive_link
Many researchers have proposed ways in which parents should read to their children. According to Holdaway's (1979) model of teaching derived from observations of middle-class homes, children benefit most when they are asked to respond and the adult offers information only when necessary. A common assumption has been that to be effective the reading styles of parents must ensure active participation from children (Holdaway, 1984; Wells, 1985).