Title

Preventing A Vocabulary Lag: What Lessons Are Learned From Research

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. © 2012 Copyright Taylor and Francis Group, LLC.

Publication Date

10-1-2012

Publication Title

Reading and Writing Quarterly

Volume

28

Issue

4

Number of Pages

333-357

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/10573569.2012.702040

Socpus ID

84865989721 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84865989721

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