ERIC Number: EJ915821
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 73
Supporting Young Children's Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies
Jalongo, Mary Renck; Sobolak, Michelle J.
Early Childhood Education Journal, v38 n6 p421-429 Mar 2011
The complexity of words makes vocabulary development a multi-faceted process that presents challenges to early childhood educators, offers benefits to young learners, and must be supported through evidence-based strategies. All students, regardless of socio-economic status or background, need to make significant gains in receptive and expressive vocabulary at home and at school each year in order to support their growth in literacy. Students from low socioeconomic backgrounds and those students who speak English as a second language are particularly at risk of failing to make proficient vocabulary gains. The most effective way for early childhood educators to enhance the vocabulary development of all students is to implement evidence-based strategies for teaching vocabulary. A key finding in the research is that young children need to be actively engaged in vocabulary development if they are to remember new words and begin to grasp the multiple, nuanced meanings of words. Other effective vocabulary instruction practices include meaningful repetition; combining the enactive, iconic, and symbolic modes; and reading aloud in a dialogic style. In light of the trend in the research data that links the child's vocabulary level to gains in reading comprehension, early childhood educators have a special obligation to teach vocabulary more effectively.
Descriptors: Reading Comprehension, Vocabulary, Young Children, Vocabulary Development, English (Second Language), Early Childhood Education, Socioeconomic Background, Socioeconomic Status, Literacy, Sight Method, Reading Aloud to Others
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education
Authoring Institution: N/A