NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ890800
Record Type: Journal
Publication Date: 2010
Pages: 23
Abstractor: As Provided
Reference Count: 84
ISSN: ISSN-0034-0553
Vocabulary Practices in Prekindergarten and Kindergarten Classrooms
Silverman, Rebecca; Crandell, Jennifer DiBara
Reading Research Quarterly, v45 n3 p318-340 Jul-Sep 2010
This paper presents findings from a correlational study of the relationship between teachers' vocabulary instruction practices and pre-kindergarten and kindergarten children's vocabulary. We observed sixteen teachers during three 90-minute language arts blocks, and we assessed the performance of their 244 children on knowledge of target words and general vocabulary knowledge at the beginning and end of the year. Classrooms were observed during read aloud time and non-read aloud time. Results suggest that there are particular practices that are generally associated with higher vocabulary performance. Additionally, there are some practices that appear associated with greater growth in vocabulary for children with higher initial vocabulary knowledge than for children with lower initial vocabulary knowledge. This study also shows that the effectiveness of some practices may be related to whether teachers use the practices during read aloud time or during the non-read aloud time of their language arts block and whether children are assessed on general vocabulary knowledge or target vocabulary knowledge. (Contains 3 figures and 8 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A