Vocabulary Part II: Techniques to capitalize on daily language learning opportunities
05/12/20 • 32 min
In this episode, I boast of my progress made in overcoming some demons that reside in my version of Garage Band (still a ways to go, but getting there), and we continue the discussion of vocabulary. This week the focus is on specific ways that we can talk to kids and turn everyday activities into opportunities for language learning.
www.kindergartenreadywhatreallymatters.com
www.facebook.com/kindergartenreadywhatreallymatters/
email: [email protected]
Hosted on Acast. See acast.com/privacy for more information.
In this episode, I boast of my progress made in overcoming some demons that reside in my version of Garage Band (still a ways to go, but getting there), and we continue the discussion of vocabulary. This week the focus is on specific ways that we can talk to kids and turn everyday activities into opportunities for language learning.
www.kindergartenreadywhatreallymatters.com
www.facebook.com/kindergartenreadywhatreallymatters/
email: [email protected]
Hosted on Acast. See acast.com/privacy for more information.
Previous Episode
Language development that really matters: Vocabulary!
In this first full-length episode, let's talk about language development, vocabulary, and everyday opportunities to promote learning.
I could have called this episode 'how GarageBand ruined my week'...after days of struggling to figure out why dragging edited segments within a track was causing prior segments to change, and battling to deal with variations in recording quality, I concede defeat...but vow to improve the quality for the next episode- actually already figured out a big part of the problem! Maybe don't use your best headphones to listen to this one. Just sayin.
And a few references if you are interested...
Bleses, D., Makransky, G., Dale, P.S., Højen. A., & Ari, B.A. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37, 1461-1476.
Hart,B., & Risley, T.R. (1995). Meaningful differences in the lives of children. Baltimore, MD: Brookes.
Hindman, A.H., Wasik, B.A., Snell, E.K. (2016). Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives, 10, 134-139.
Jones A., Atkinson, J., Marshall, C., Botting, N., St Clair, M.C., & Morgan, G. (2020). Expressive vocabulary predicts nonverbal executive function: A 2‐year longitudinal study of deaf and hearing children. Child Development, 91, e400-e414.
Ouellette, G., & Shaw, E. (2015). Oral vocabulary and reading comprehension: An intricate affair. L'Année Psychologique/Topics in Cognitive Psychology, 114, 623-645.
Ouellette, G., & Haley, A. (2013). One complicated extended family: The influence of alphabetic knowledge and vocabulary on phonemic awareness. Journal of Research in Reading, 36, 29-41.
Ouellette, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189-208.
Ouellette, G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. The Journal of Educational Psychology, 98, 554-566.
www.kindergartenreadywhatreallymatters.com .
email: [email protected]
Hosted on Acast. See acast.com/privacy for more information.
Next Episode
Stress, Anxiety, and Uncertainty in COVID times
In this episode, let's talk about stress, AUGH... More specifically, anxiety, uncertainty, and structure for children given stressful situations such as, gee I don't know, how about a global pandemic...Did I say AUGH?
A tad more serious this time around- promise I'll come up with some light-hearted stories more related to being kindergarten ready next time- but it seemed only appropriate that we broach this subject now.
WHO HANDOUT: https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2
Zero-to-3 : https://www.zerotothree.org/resources/3265-answering-your-young-child-s-questions-about-coronavirus
CORRECTION: at the 22:20 mark I refer to Maude as being 4 years old- my bad- she is 5!
www.kindergartenreadywhatreallymatters.com
www.facebook.com/kindergartenreadywhatreallymatters
Hosted on Acast. See acast.com/privacy for more information.
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