Vocabulary Instruction in Early Education Settings: Investigating Curriculum Support, Pedagogical Techniques, and Child Language Outcomes

Session Submission Type: Symposium

Abstract

This symposium will investigate how curriculum support and pedagogical techniques influence child language outcomes in pre-K and Kindergarten classrooms. The present studies add to the body of literature through detailing pedagogical practices in pre-K and Kindergarten classrooms with respect to specific vocabulary instruction strategies, and their influence on child language growth. Examining core curricula, the effects of adherence to curricula, and techniques for vocabulary instruction provide a portrait of children’s language experiences in early educational settings. Our studies are consistent with and extend on other work involving teacher-student and parent-child interactions, thus demonstrating the importance of bolstering teacher practices to develop language rich classrooms.

Sub Unit

• Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Chair

• Erica M. Barnes, Vanderbilt University

Papers

• Pedagogical Features of Vocabulary Instruction in Kindergarten Core Reading Curricula - Tanya S. Wright, Michigan State University; Susan B. Neuman, University of Michigan - Ann Arbor

• Examining Sophisticated Vocabulary Use by Preschool Teachers in Mealtime Conversations - Molly F. Collins, Vanderbilt University

• The Impact of Curriculum Adherence on Creating a Linguistically Rich Environment in Head Start Classrooms - Jin-Sil Mock, Vanderbilt University; David K. Dickinson, Vanderbilt University

• The Impact of Book Reading on Children with Low and Typical Language in Preschool Classrooms - Erica M. Barnes, Vanderbilt University; David K. Dickinson, Vanderbilt University

Discussant

• Margaret G. McKeown, University of Pittsburgh