Missing in action: Vocabulary instruction in pre-K

Susan B. Neuman; Julie Dwyer

doi:10.1598/RT.62.5.2

Missing in action: Vocabulary instruction in pre-K

Susan B. Neuman, Julie Dwyer

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

Abstract

Recognizing the importance of starting early, the purpose of our article is to examine if and how vocabulary is taught in commercially prepared early literacy curriculum for pre-K. Ten curriculum programs are reviewed to determine the prevalence of vocabulary instruction and the pedagogical practices used to support the learning of words and their meanings. Results of the analysis indicate a paucity of instructional guidance in vocabulary in pre-K early literacy curriculum programs.

Original language	English (US)
Pages (from-to)	384-392
Number of pages	9
Journal	Reading Teacher
Volume	62
Issue number	5
DOIs	https://doi.org/10.1598/RT.62.5.2
State	Published - Feb 2009

Keywords

Article
Childhood
Content literacy
Early childhood
Methodology
Oral language
Strategies
Vocabulary

ASJC Scopus subject areas

Language and Linguistics
Pharmacology
Linguistics and Language
Pharmacology (medical)

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KW - Methodology

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Missing in action: Vocabulary instruction in pre-K

Abstract

Keywords

ASJC Scopus subject areas

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