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)

Access to Document

10.1598/RT.62.5.2

Cite this

@article{8f4854d35f2e474390c14006fb865e23,

title = "Missing in action: Vocabulary instruction in pre-K",

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.",

keywords = "Article, Childhood, Content literacy, Early childhood, Methodology, Oral language, Strategies, Vocabulary",

author = "Neuman, {Susan B.} and Julie Dwyer",

year = "2009",

month = feb,

doi = "10.1598/RT.62.5.2",

language = "English (US)",

volume = "62",

pages = "384--392",

journal = "Reading Teacher",

issn = "0034-0561",

publisher = "International Reading Association",

number = "5",

}

TY - JOUR

T1 - Missing in action

T2 - Vocabulary instruction in pre-K

AU - Neuman, Susan B.

AU - Dwyer, Julie

PY - 2009/2

Y1 - 2009/2

N2 - 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.

AB - 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.

KW - Article

KW - Childhood

KW - Content literacy

KW - Early childhood

KW - Methodology

KW - Oral language

KW - Strategies

KW - Vocabulary

UR - http://www.scopus.com/inward/record.url?scp=77952177627&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77952177627&partnerID=8YFLogxK

U2 - 10.1598/RT.62.5.2

DO - 10.1598/RT.62.5.2

M3 - Article

AN - SCOPUS:77952177627

SN - 0034-0561

VL - 62

SP - 384

EP - 392

JO - Reading Teacher

JF - Reading Teacher

IS - 5

ER -

Missing in action: Vocabulary instruction in pre-K

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this