Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study

Abstract

ABSTRACT This study examined the reported vocabulary knowledge, reported vocabulary practices, and reported influential factors on vocabulary instruction of seven kindergarten teachers in public school settings in the United States. Findings showed that participants reported little knowledge of and wide variation in reported pedagogies to effectively support Multilingual Learners’ (MLLs) or students with reading difficulties’ oral vocabulary development. Participants frequently reported using explicit instruction to teach Tier 2 vocabulary words before and during literacy read aloud lessons. However, participants did not often report teaching taxonomically or thematically connected words using informational texts; these pedagogies have proven to be particularly effective for increasing word knowledge and comprehension in young children. Additionally, participants reported that they received very little professional development in how to effectively teach vocabulary, despite knowing that vocabulary instruction is important for young learners.