We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.

1. Study
Vocabulary acquisition in the
preschool years is predictive
of later reading skills and
school success in general.
The amount of adult verbal
input predicts the rate of
vocabulary growth in young
children.
Through their daily interactions,
teachers of young children have
the ability to greatly impact
children’s vocabulary at a crucial time
when vocabulary acquisition is occurring
rapidly in development.
Subsets of the preschool population are at risk
for delays in vocabulary acquisition, including
children with disabilities,
children who are economically disadvantaged,
and children who are English Language Learners.
Conceptual organizer
Results
Vocabulary instruction consists of both explicit instruction and implicit instruction.
RESEARCH QUESTIONS
What amount and types
of verbal communications
are used by teachers
in inclusive preschool classrooms
across scheduled activities?
PARTICIPANTS
Study took place in
teachers’ classrooms
or other school contexts.
What activities were teacher’s engaged in?
Vocabulary
Instruction
IN INCLUSIVE PRESCHOOL CLASSROOMS
IMPLICIT INSTRUCTION
Is defined as incidental exposure to words
through naturally occurring activities such
as conversations, questioning, storybooks,
and television.
EXPLICIT INSTRUCTION
Is defined as explaining words, defining
words, teaching word labels, and
discussing words and ideas in various
contexts.
upon
a
How much vocabulary instruction is occurring
in inclusive preschool classrooms?
?
?
?
9 teachers
who worked in 5 different school districts in Northeast Ohio.
Teachers varied in years of
experience, education,
and population served
High level of diversity
in terms of race, religion, nationality,
and socio-economic status.
What amount and type
of explicit vocabulary instructional
strategies are used by teachers
in inclusive preschool
classrooms?
How does time spent
in explicit vocabulary instruction
compare across ecological variables
(i.e., scheduled activities,
intervention activities, materials,
group arrangement)?
SCOPE-L (System of Classroom Observations for Program Evaluation
of Language) was the measure that was used to examine ecological
and teacher variables. The ecological variables included scheduled
activity, intervention activity, materials, and grouping. The teacher
variables included vocabulary instruction-word labels, vocabulary
instruction-word meaning, verbal communication/language use, other
communicative behaviors, and other non-communicative behaviors.
MEASURE
Teachers were observed for the length of a preschool session.
What amount and types of verbal communications
are used by teachers in inclusive preschool classrooms
across scheduled activities?
Sources
* Brown, T. (2015). An exploratory study of vocabulary instruction in inclusive preschool classrooms.
(Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to learn. Washington, DC: National Academy Press.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
Hindman, A.H. & Wasik, B. A. (2013). Vocabulary learning in Head Start: nature and extent of classroom instruction and its contributions
to children’s learning. Journal of School Psychology, 51, 387-405.
Neuman, S.B., & Dwyer, J. (2009). Missing in action: vocabulary instruction in pre-k. The Reading Teacher, 62(5), 384-392.
Neuman, S.B., & Kaefer, T. (2013). Enhancing the intensity of vocabulary instruction for preschoolers at risk: the effects of group size on
word knowledge and conceptual development. The Elementary School Journal, 113(4), 589-608.
A
60°C
ab
2
CAT
BUG
TREE
CAT
CAT
Free Play
Circle Time
Class Activity
Choice Time
Transitions
Snack
Can’t tell
0
5
10
15
20
25
30
35
40
50
45
Verbalization
37.9%
25.9%
13.2%
8.9%
5.7%
6.9%
1.6%
© 2015 Teresa Brown and Kristie Pretti-Frontczak. All rights reserved. http://b2kcoach.com
% of time each activity was observed
percentofintervalsobserved
BUG
CAT
TREE
M
usic/Dance/
RecitationDram
atic/
Dress-up
What was the focus of instruction when
teachers used explicit vocabulary strategies?
Pre-academ
ic/
Cognitive
percentofintervalsobserved
0
10
20
30
40
50
Which materials did teachers use when delivering explicit
vocabulary instruction?
Food
&
Food
Preparation
Pretend
PlayToys
No
m
aterials
percentofintervalsobserved
0
10
20
30
40
50
During which daily activities did teachers use
explicit vocabulary instructional strategies?
percentofintervalsobserved
0
10
20
30
40
50
Word labels Word meaning
Word labels Word meaning
Which explicit vocabulary instructional strategies did teachers use?
0
5
10
15
percentofintervalsobservedQuestioning
W
ord
Labels
M
odelingW
ord
UseDirects/Tells
Ask/Questions
Provide
Definition
M
odeling
W
ord
M
eaning
Correcting
Prom
pting