10-second review: Divides practices during read-aloud times and during non-read-aloud times in class periods. Suggests that the most important time for extensive growth in vocabulary is in non-read-aloud times. Children with high vocabulary backgrounds seem to benefit more from vocabulary instruction than children with low vocabulary backgrounds.
Title: "Vocabulary Practices in Pre-kindergarten and Kindergarten Classrooms." R Silverman and JD Crandell. Reading Research Quarterly (July/ August/ September 2010), 318-340.
Summary: Four of the five vocabulary practices were most productive: acting out and illustrating words; applying words in new contexts; defining words explicitly during "rich" conversation; reinforcing vocabulary by focusing on the letters, especially beginning letters, making up the words. Children with already high vocabulary backgrounds seem to benefit more from this instruction than students with low vocabulary backgrounds.
Quote: "Early vocabulary consistently predicts children's later reading achievement.... Thus, finding ways to promote the vocabulary development of young children appears to be important.... Research has shown that young children learn words from interacting with adults.. .direct instruction of vocabulary words.. .and combining vocabulary instruction practices...."
Comment: To me the most interesting finding is that children with already rich vocabulary backgrounds benefit more from instruction and children with poor vocabulary backgrounds who become better but do not benefit as much in comparison with those who have rich vocabulary backgrounds. The rich get richer. The more you know, the more you grow. RayS.
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