ERIC Number: EJ1007536
Record Type: Journal
Publication Date: 2013-Feb-6
Reference Count: N/A
Studies Find Vocabulary Instruction Is Falling Short
Sparks, Sarah D.
Education Week, v32 n20 p1, 16-17 Feb 2013
Children who enter kindergarten with a small vocabulary don't get taught enough words--particularly, sophisticated academic words--to close the gap, according to the latest in a series of studies by Michigan early-learning experts. The findings suggest many districts could be at a disadvantage in meeting the increased requirements for vocabulary learning from the Common Core State Standards, said study co-author Susan B. Neuman, a professor in educational studies specializing in early literacy development at the University of Michigan in Ann Arbor. Vocabulary is a deceptively simple literacy skill that researchers and educators agree is critical to students' academic success, but which has proved frustratingly difficult to address. The consensus among researchers and educators has been that students must close such vocabulary gaps to succeed academically and deal with rigorous content.
Descriptors: State Standards, Reading Instruction, Vocabulary, Emergent Literacy, Researchers, Vocabulary Development, Beginning Reading, Academic Standards, Alignment (Education), Core Curriculum, Academic Achievement, Kindergarten, Reading, Young Children
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: Michigan