The importance of effective vocabulary teaching – Literacy

Quiz

is the prime cause of

Low vocabulary is the prime cause of academic failure.

of time is spent by 4 year olds in disadvantaged areas, not talking at all.

59% of time is spent by 4 year olds in disadvantaged areas, not talking at all.

By the age of in the EYFS a gap emerges between the socio- economic deprived and their peers.

By the age of 22 months in the EYFS a gap emerges between the socio- economic deprived and their peers.

Currently this gap widens each year.

Why the gap widens When starting school it has been found that: High performing children know an average estimate of 7,100 root words Average performing children know an average estimate of 5,100 root words x Relatively poor performing children know 3000 words – only acquiring 1 word per day compared to 3 words per day acquired by children with the largest vocabularies

Children with low vocabularies need to be targeted early since catching up is very difficult. (DCSF 2008)

The risk of poor vocabulary Children entering school with poor language skills are at risk of: Underachievement Social, emotional and behavioural difficulties

Vocabulary and Reading Vocabulary is a strong indicator of reading success Narrow vocabulary limits what children can understand from texts (poor reading comprehension) Low vocabulary is a vicious cycle Low vocabulary is often linked with poor word learning strategies

Vocabulary and Writing The larger the children's vocabularies, the better their scores on the written language assessments. Words provided the basis for the children to generate ideas, and this was reflected in their writing. Study by Professor Julie Dockrell and Professor Geoff Lindsay

Activity Discuss how vocabulary is currently taught in your school?

Vocabulary in the classroom “ Vocabulary is more than a list of words, and although the size of one’s vocabulary matters, it’s knowing how to use it which matters most. The best comparison is to an artist’s palette of colours which can be mixed and applied to create powerful effects.” (DCSF 2008) Children need to be taught how to learn new words.

A sequence for teaching new vocabulary Planning Identify appropriate new vocabulary when planning. Revisit, Explain, Use Oral activities to confirm prior knowledge. Explain the purpose of new learning. Use vocabulary orally in context. Teach, Model, Define Adult to model and use word learning strategies across all areas of the curriculum. Model new vocabulary in context. Practise, Explore, Investigate Provide opportunities for children to practise and explore new vocabulary: through questions, talk, word and language games and across the curriculum in a range of contexts. Apply, Assess, Reflect Revise new learning. Apply in talk, spelling and writing. Develop independent word learning skills. Encourage children to reflect on use of the vocabulary. Display vocabulary with visual promptsCreate a word aware environment

Key messages Children need to: - Develop a breadth of vocabulary - Develop a depth of vocabulary - Over-learn words Vocabulary should be developed: - across all areas of the curriculum - across all key stages - through oral language skills then reading All children need to become independent word learners