Preventing a Vocabulary Lag: What Lessons Are Learned From Research

    Authors

    R. Sinatra; V. Zygouris-Coe;S. B. Dasinger

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Read. Writ. Q.

    Keywords

    LOW-INCOME; LITERACY INTERVENTION; READING-COMPREHENSION; HEAD-START; INSTRUCTION; ACQUISITION; CLASSROOM; CHILDREN; LANGUAGE; TEXT; Education & Educational Research; Education, Special

    Abstract

    This article discusses why early and sustained vocabulary development is important for listening and reading comprehension development and presents findings from 8 studies implemented with children of mostly low socioeconomic status in settings from day care to first grade. Program interventions were based on learning new vocabulary developed out of storybook read-alouds and not with word-reading approaches. Practitioners and researchers may find it quite useful to implement the vocabulary-learning procedures with low-vocabulary children or English language learners in their own settings. We offer a number of suggestions and implications for future research based on conversational interactions and the findings of the 8 investigations.

    Journal Title

    Reading & Writing Quarterly

    Volume

    28

    Issue/Number

    4

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    333

    Last Page

    357

    WOS Identifier

    WOS:000308167900002

    ISSN

    1057-3569

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