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

Abstract

AbstractDeveloping 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.