Missing in action: Vocabulary instruction in pre-K

Susan B. Neuman, Julie Dwyer

Research output: Contribution to journalArticlepeer-review


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 languageEnglish (US)
Pages (from-to)384-392
Number of pages9
JournalReading Teacher
Issue number5
StatePublished - Feb 2009


  • 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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