Playing With Words: How Multimodal Interactions Nurture Children's Vocabulary Development

Session Type: Symposium

Abstract

This symposium will foster critical dialogue about approaches to early childhood and primary grades vocabulary instruction and research. We seek to broaden the field’s conceptualization of vocabulary supports by exploring under-researched multimodal word learning cues and inquiry-based approaches to nonverbal supports. To that end, we will present findings on the effects of two play-based, highly interactive interventions that feature nonverbal aids for word learning. We will also discuss the researcher-practitioner partnerships that developed the vocabulary methods and advance a theoretical perspective that accounts for the multimodal nature of lexical representations. Finally, we will invite discussion about our research findings and theoretical framework with audience members.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• David K. Dickinson, Vanderbilt University

Papers

• The Impact of Vocabulary Ability on Word Learning in a Playful Intervention Setting - Molly Scott, Temple University; Emily Hopkins, University of Scranton; Haley Weaver, University of Wisconsin - Madison; Jacob Schatz, New York University; Rebecca Dore, University of Delaware; Marcia Shirilla, University of Delaware; Kathy Hirsh-Pasek, Temple University; Roberta Michnick Golinkoff, University of Delaware

• Fostering Child Engagement With Multimodal Methods to Promote Word Learning in Guided Play - Katherine M Newman, Vanderbilt University

• Multimodal Lexical Representations and Nonverbal Supports: A Systematic Review of the Vocabulary Literature - Jessica Lawson-Adams, Vanderbilt University; David K. Dickinson, Vanderbilt University