Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Christvocab Yc0311
Christvocab Yc0311
Christine Wang
Supporting
Preschoolers Vocabulary Learning
Using a Decision-Making Model to
Select Appropriate Words and Methods
Young children
Ellen B. Senisi
Tanya Christ, PhD, is an assistant professor of reading and language arts at Oakland
University in Rochester, Michigan. Her research focuses on early childhood vocabulary
acquisition, issues of educational access, and teacher education. christ@oakland.edu
X. Christine Wang, PhD, is an associate professor of early childhood education at State
University of New York at Buffalo. Her research focuses on technology-supported collaborative learning, early science inquiry, and vocabulary development, as well as early
childhood education in international contexts. wangxc@buffalo.edu
74
2, 3
Step 1.
Identify all difficult and potentially unknown words in a text.
Step 2.
Select words for instruction.
Step 3.
No meaning
clues in text.
To narrow the list of words identified in step 1, Ms. Allen first considered how many words would be
appropriate to teach the children
during the storybook reading: I try
Step 1.
Step 2.
the text and illustrations); and camouflage, canopy, and understory (which
did not occur in the text, but were
depicted in the illustrations). Because
it would be inappropriate (and ineffective) for Ms. Allen to teach all twelve
of these potentially new words to children during a single reading of the storybook, she needed to winnow her list.
Meaning clues
in text.
76
Julia Luckenbill
Step 3.
Determine what methods will best
support childrens acquisition of
the selected vocabulary.
Once Ms. Allen decided on an initial
set of words to teach, she thought
about the most meaningful way to
convey their meanings to the children
in her class. First, she considered
whether the children already were
familiar with related concepts; then,
whether there were context clues
available to help them figure out the
word meanings independently; and
last, whether directly teaching any of
the words would be useful.
77
Description
Objective
References
Pointing and
labeling
Senechal 1997
Eliciting
questions
Non-eliciting
questions
Brief definitions
To maintain comprehension
Extended
approaches
*For a review of the research on vocabulary practices for pre-K and kindergarten, see Christ & Wang 2010b and Christ & Wang 2011.
78
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References
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