Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary

Autor/inn/en	Zucker, Tricia A.; Cabell, Sonia Q.; Pico, Danielle L.
Titel	Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary
Quelle	74 (2021) 5, S.581-594 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zucker, Tricia A.) ORCID (Cabell, Sonia Q.) ORCID (Pico, Danielle L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/trtr.1967
Schlagwörter	Vocabulary Development; Early Childhood Education; Definitions; Academic Language; Teaching Methods; Preschool Teachers; Reading Interests; Reading Instruction; Story Reading; Learning Motivation; Incidental Learning; Direct Instruction; Learning Strategies; Check Lists; Instructional Materials; Language Usage + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Begriffsbestimmung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Leseinteresse; Leseunterricht; Motivation for studies; Lernmotivation; Inzidentelles Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Checkliste; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachgebrauch
Abstract	Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a comprehensive vocabulary program for young children. Second, they review research evidence on the importance of direct vocabulary instruction and ways to increase children's word consciousness and interest in learning "amazing" academic words. Next, they turn to practical suggestions of ways to select and teach new vocabulary. They describe ways to increase word consciousness that extend excitement for word learning. Finally, they demonstrate that early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program the features routine shared book reading, direct vocabulary instruction, and supports for word consciousness. [This article was published in "Reading Teacher" (EJ1290094).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01